University Transfer

Education & Fine Arts -

CAMPUS Lloydminster Campus
ACCREDITATION Credits Towards a Degree
Education courses CREDITS
EDU 100 Context of Education 3
This course provides an introduction to education with an emphasis on exploring what it means to be a teacher in contemporary society. Education is explored in different contexts and from the following perspectives: historical, sociological, philosophical, Indigenous, political, and ethical. While the main focus of this course is teaching in Alberta K-12 schools, comparisons are also made with education in other contexts.
EDPY 200 Educational Psychology for Teaching 3
This course deals with the teaching learning process and student behaviour. It includes theory, research, and illustrations, all dealing with the classroom application of psychological principles. Topics typically covered are student development, student learning and instruction, individual and group differences in student abilities, and student motivation. The course presents the basic principles of effective teaching and learning using a balanced theoretical orientation. (Students transferring to the U of A should not enrol in both EDPY 200 and PSYCO 223). Prerequisite: English 30-1 or equivalent
EDU 210 Introduction to Educational Technology 3
This course provides undergraduate education students with the framework and skills to effectively consider, plan, and adopt an instructional practice that meaningfully uses technology to strengthen a student’s learning experience. Students examine the many different facets of learning and teaching through the lens of digital technology including digital content, online resources and tools, mobile apps, a variety of digital devices, and other potential technologies to provide personalized learning experiences for students. (Students may not receive credit for both EDU 210 and EDIT 202). Prerequisite: English 30-1 or equivalent; basic digital competencies including word processing, email, and use of a Web browser.
HEED 110 Introduction to Personal Health and Well-Being 3
An individual-based analysis of physical fitness and personal health issues. Emphasis on planning and managing one’s own lifestyle for health and well-being within the context of the current health care system. Prerequisite: English 30-1 or equivalent
PEDS 293 Introduction to the Movement Activities of Children Aged 5-12 3
A study of developmentally appropriate movement activities for children. Students will participate and work with children in a variety of physical activities in recreational, educational and sport environments. Prerequisite: English 30-1 or equivalent
PEDS 294 A Conceptual Approach to Physical Activity 3
A study of the fundamental movement concepts that underlie the physical activities engaged in by youth of secondary school age. Prerequisite: English 30-1 or equivalent
EDPY 304 Adolescent Development and Learning 3
This course deals with adolescent development and connects it to the teaching/learning process and student behavior. It includes theory, research, and illustrations, all dealing with the classroom application of psychological principles. Topics covered include adolescent development (biological, cognitive, and social/emotional), individual and group differences in adolescence, and adolescent motivation and resiliency. All topics in the course will be examined with an educational psychological perspective.
English courses CREDITS
ENGL 112 English Literature in a Historical Perspective 6
Studies in the social and cultural history of literature in English. Not to be taken by students with 6 credits in approved junior English. Prerequisite: English 30-1 or equivalent
ENGL 373 Canadian Literature to 1925 3
Studies in texts from oral traditions, their modern derivatives, and historical, critical and theoretical approaches to oral texts. Content and period focus may vary. Prerequisite: ENGL 112
ENGL 374 Canadian Literature 1925-1960 3
Critical and historical study of Canadian writing. Prerequisite: ENGL 112
ENGL 388 Folklore in Children's Literature in English 3
An examination of the related fields of folklore and fantasy in children’s literature in English. It deals with those elements of folklore, mythology and legend that have become a traditional part of children’s literature and also includes certain modern adaptations and fantasies which have their origins in myth and folklore. Prerequisite: ENGL 112
ENGL 389 Classics of Children's Literature in English 3
This critical survey of children’s literature in English examines a variety of works, both historical and contemporary, that warrant consideration as books of continuing interest. It introduces students to the development of children’s literature and to significant works. Its aim is to develop in students the ability to read children’s literature critically. Prerequisite: ENGL 112
Fine Arts courses CREDITS
ARTH 101 Introduction to the History of Art I 3
Introduction to Western Art and Design to the end of the 14th century by analysis of selected works and movements. Prerequisite: English 30-1 or equivalent
ARTH 102 Introduction to the History of Art II 3
Introduction to Western Art and Design from the 15th century to the present by analysis of selected works and movements. Prerequisite: English 30-1 or equivalent
DRAMA 101 Introduction to the Theatre Art 3
This combined lecture and practical course is designed to introduce students to the major elements of theatre as an art form. Students gain an understanding of the various aspects of creating, producing, and appreciating theatre and gain a brief overview of its history. Students gain an understanding of the various relationships they can have to theatre as spectators, participants and teachers. Students demonstrate their understanding through group presentations, discussions, and written work. Prerequisite: English 30-1 or equivalent
DRAMA 149 Dramatic Process I 3
Speech and movement improvisation with an emphasis on imaginative development; introduction to the process of acting and to dramatic form. Note: Designed for students with little or no previous background in Drama. Prerequisite: English 30-1 or equivalent
DRAMA 247 Introduction to Oral Communication 3
This practical course is designed to explore basic techniques of oral presentation skills through expressive interpretation of written and self-generated material. Through an emphasis on personal creative process, self-confidence, and physical and vocal ease, this course encourages the student to find and develop dynamic and varied delivery. Prerequisite: English 30-1 or equivalent
MUSIC 100 Rudiments of Music 3
Fundamentals of music theory approached through aural and written training. Prerequisite: English 30-1 or equivalent
MUSIC 101 Introduction to Music 3
A study of music literature with an emphasis on listening and analytical tools. A brief survey of the history of Western music will be included. Prerequisite: English 30-1 or equivalent
What Students Say
With the Student-Managed Farm you learn to be accountable for what you’re doing and the choices you make. You get an understanding of what it’s like to be out in industry or on a farm making decisions that count.

– Anthony Biglieni

Agribusiness Class of 2006

What Alumni Say
Lakeland College has been a integral partner in growing our own through the school of business. As an alumnus of the college, I have first-hand learning experience in the school of business. The professors welcome Servus Credit Union to facilitate classes in the Business Ethics course each year.

– Sandi Unruh

Senior Human Resources Consultant

What Faculty & Staff Say
Vertex has had great experience bringing on students from Lakeland College. We have found the Bachelor of Applied Science (Environmental Management) program to provide students with good academic knowledge of the environmental industry and the criteria that governs the land reclamation

– Sean Fuller B.Sc., P.Ag.

Vice President, Environmental Services, Vertex.

What Alumni Say
There is no way I would be where I am today without Lakeland College. It inspired me to be a better person and to get a job in something I love doing. I am so thankful I had such a great experience at Lakeland and I hope future students do as well.

– Danielle Gaboury

Business studies, Class of 2016.

What Students Say
I recommend the UT program to people all the time. The smaller setting Lakeland offers, is very conducive to learning. It's less intimidating than the larger universities and allows for more class interactions and discussions

– Kelly Mykytuk

2nd year UT student, 2017-18

What Alumni Say
I have loved my experience at Lakeland. The teachers are personable, and quick to share about their own experiences. They encouraged me to run with my own ideas and see what would happen; they got excited about my designs, which gave me the confidence to do my best and be more creative.

– Payton Ramstead

Class of 2016, Interior Design student.

What Alumni Say
At Lakeland College you are guaranteed to have time out of the classroom where you can put everything you learned together and actually see that what you’re learning is relevant.

– Alisa Brace

Animal Health Technology, Class of 2016.

What Alumni Say
The friendships I made, the experiences we were provided with, and the welcoming atmosphere of the Vermilion Campus made my time at Lakeland extremely valuable and memorable

– Grayden Kay

Animal Science & Agribusiness, Class of 2016.

What Alumni Say
Lakeland College was a learning environment unlike any other school. It allows students to learn beyond the classroom, and staff and faculty genuinely want to see students succeed. It’s a place where you can feel comfortable asking questions and where everyone has a place and fits in.

– Carson Reid

Agribusiness, Class of 2016.

What Alumni Say
The instructors were the highlight of my time at Lakeland. It made a huge impact on my college experience to have instructors who challenged, encouraged, and believed in me.

– Jessica Cadrain

Child & Youth Care, Class of 2016.

What Alumni Say
At the beginning of my first year, I was really stressed out as I felt I had no artistic ability. But with the instruction and time put in by the interior design faculty, I was able to develop my artistic abilities. Now I am fully confident in and exceeding well in the artistic side of this career!

– Naomi Mason

Interior Design Technology, Class of 2016.

What Alumni Say
I just feel like you get the best education at Lakeland, especially from the time that the instructors can actually spend with you. I like the class sizes too – everything’s been great about my Lakeland experience.

– Dean Coulson

Heavy Equipment Technician, Class of 2016.

What Alumni Say
I do give Lakeland College credit for reigniting my interest and even preparing me for Miss Rodeo Canada. Lakeland helped me to grow enough to have the confidence to think I could take on that role and become that person. I think that I have and I am really grateful for that

– Ali Mullin

Agribusiness, class of 2014, former Miss Rodeo Canada.

What Alumni Say
I feel the professors at Lakeland actually prepared me for the profession. It’s impossible to be just a number here when there are 12 students in all of your classes. When the school advertised small class sizes, they actually meant it.

– Stephen Mark Visser

Real Estate Appraisal and Assessment, Class of 2016.

What Alumni Say
I was involved in the president’s gala in April where I was an emcee for the evening, it was a great experience, and I had a lot of fun doing it and would recommend it to everyone.”

– Lucas Tetreault

HOPE Power Engineering, Class of 2017.

What Alumni Say
I would recommend Lakeland College for the simple fact that it's for everybody. As a mature student who went back to school much later than his 18th year, I was immediately accepted, and not ostracized in the least

– Donald James Shaw

Accounting Major, Class of 2016.

What Alumni Say
All the hands-on learning was great and very helpful once placed into the industry. Having clients leave with a smile after each service assured me that I was in the right field of work. I would recommend Lakeland to anyone.

– Courtnee Coolidge

Esthetician, Class of 2016.

What Alumni Say
The professors care so much about their students at Lakeland and are able to know each and every one of them by name, so much so that they are able to nominate a ton of students for awards.

– Stephanie Wakefeild

University Transfer, Class of 2016.

What Alumni Say
They really put you in the lead at Lakeland. Lakeland cares about its students, empowers them, and gives them opportunities to achieve their goals. I don’t see Lakeland as a stepping stone or a first step – I see it as a bridge and an integral part of my education.

– Alyssa Wells

University Transfer, Class of 2017.

What Alumni Say
I wanted to get experience in the field of assessment as it would give me exposure to what it’s like day to day. It was an invaluable experience as I find it hard to imagine what it would be like working in a particular field or area until I’m doing the work.

– Sheldon Farrell

Real estate appraisal and assessment, Class of 2017.

What Alumni Say
In the campus spa, they give you time to work with each client so nothing is rushed and you’re able to concentrate on providing the best service you can to your client.

– Daphney Couturier

Esthetician, Class of 2017.

What Alumni Say
It’s going to be a lot easier to start our first jobs having this experience and having been able to build our confidence in the campus spa. I love that we get to have this opportunity.

– Darby Watchel

Esthetician, Class of 2017.