May 15, 2024  
2022-2023 Undergraduate Academic Calendar 
    
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2022-2023 Undergraduate Academic Calendar [ARCHIVED CALENDAR]

Course descriptions

Contact hours are divided into lecture, laboratory, tutorial, and other. Each contact hour may consist of a variety of instructional methods (i.e., in-class or online). Please refer to the registration section on MyOntarioTech for specific course offering information.

Not all courses are offered in any one term or academic year. 

Note: If searching by Code or Number be sure to include the U at the end of the number.
 
 

Criminology and Justice
  

  • CRMN 2010U – Criminal Law

    This course examines the nature, purpose, scope, sources and basic principles of criminal law within their historical and contemporary context. Among the topics are the constitutional foundations and due process of law, offences under the Criminal Code, available defences and principles of sentencing. The impact of law on various groups in society and the role of law in social control and social change will also be discussed. Students will gain substantive knowledge of Canadian criminal law as well as develop a critical perspective on issues of criminal law.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): LGLS 1000U  
    Credit restriction(s): SSCI 2010U
    Experiential learning: Yes
  

  • CRMN 2021U – Families and the Justice System

    The purpose of this course is to introduce the student to problems in the family and their relation to the justice system. In addition to gaining knowledge of the theoretical perspectives used to study the family, the student will also learn about such issues as the relation between family and work, parenting, family interactions, and legal issues within the family. The legal issues to be discussed include family violence, divorce and remarriage, and the creation of social policies as they impact on the family.
    Formerly: SSCI 2021U – Issues in the Family
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): SOCI 1000U  or PSYC 1000U  
  

  • CRMN 2030U – Social Control

    This course will examine theoretical and empirical approaches to the study of social control, which might be understood as the ways in which societies respond to behaviour deemed inappropriate, deviant, or even criminal. Our focus will be on both informal and formal methods of social control, and the inter-relationship among them. We will discuss the cultural, structural, political, and ideological forces that have sustained and transformed both systems of social control during modernity and late modernity. Particular attention will be paid to the ways in which identity (e.g., race, class and gender) shapes one’s relationship to these mechanisms of social control.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): SOCI 1000U  and CRMN 1000U  
    Credit restriction(s): SSCI 2030U
  

  • CRMN 2031U – Rethinking Justice: Alternative Approaches

    Western criminal jurisprudence has been critiqued as ignoring the needs of victims, emphasizing retributive at the expense of rehabilitative goals and creating an economic burden through increasingly punitive sentencing patterns. This course offers a critical examination of alternative interventions in conflict and crime. Students will evaluate methods of intervention such as negotiation, mediation, arbitration, debriefing, crisis/conflict management and group process facilitation, and their potential for addressing social problems marked by human conflict, oppression, power and harm, e.g., partner abuse, hate crimes.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 1000U  
    Credit restriction(s): SSCI 2031U, SSCI 4031U
    Experiential learning: Yes
  

  • CRMN 2040U – Decolonizing Criminology

    For decades, mainstream criminology has centred on the experience of the Global North, privileging a Eurocentric lens and excluding the voices and experiences of those from marginalized and oppressed populations. This course challenges the mainstream current of criminology by placing the spotlight on how colonial power structures have historically, and in the present day, continue to contribute to the oppression of marginalized citizens within the justice system and the wider social structure. With respect to both content and delivery, this course centres its focus upon the voices and life perspectives of Black, Indigenous, and additional persons of colour (BIPOC). Students will engage postcolonial theoretical perspectives and be introduced to the ways in which decolonizing methodologies are used by anti-colonial criminologists in the study of crime and justice. Attention will be paid to the scholarship and experiences of those living and working in the Global South, which have largely been invisible in mainstream criminology. This course will highlight Black and Indigenous activism, resilience, and power.
    Credit hours: 3.0
    Lecture hours: 3.0
    Prerequisite(s): CRMN 2850U 
  

  • CRMN 2050U – Rights and Wrongs in the Justice System

    Recent international and local events have focused renewed attention on human rights and their abuses. This course will explore criminal injustice and rights violations within criminal justice systems at home and abroad. Topics may include wrongful conviction, the War on Terror, mandatory minimums, racial profiling, police and prosecutorial misconduct, and other current challenges.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 1000U  or LGLS 1000U  
    Credit restriction(s): SSCI 2050U
  

  • CRMN 2830U – Theories of Justice

    This course considers social and political theories, law and justice, and their implications for policy development in the justice system. It explores the diverse nature of theories concerning crime and deviance by focusing on modern and post-modern variants. The selected paradigms are studied with regard to their explanatory domain, role in examining social and criminological problems, and the development of policies.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (CRMN 1000U  or LGLS 1000U ) and (SOCI 1000U  or PSYC 1000U ) 
    Credit restriction(s): PSYC 2830U, SSCI 2830U
  

  • CRMN 2831U – Critical Race Theory

    Critical race theory, a term unknown two decades ago, is now a field with a growing interest, vocabulary and literature. This course will consider the history, theoretical underpinnings and implications of Critical Race Theory (CRT). Students will read some of the seminal texts in CRT, as well as some of its precursors. Beginning with readings in legal literature, we will then venture into theoretical constructs in feminism and postmodernism that inform CRT.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): SOCI 1000U  and CRMN 1000U  
    Credit restriction(s): SSCI 2831U
  

  • CRMN 2840U – Gender, Sex, and (In)Justice

    What does sex, sexuality and gender have to do with justice? What are the justice implications of the ways that we think and talk about sex, sexuality and gender? This course traces the relationship between sex, sexuality, gender and various modes of regulation and governance. Drawing on feminist, historical, criminological and socio-legal frameworks, this course examines how sex, sexuality and gender have been historically and currently constructed, and the social and justice consequences of these constructions. Topics of exploration may include: media representations, rape culture, sex work, non-consensual pornography and anti-LGBTQ violence.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): SOCI 1000U  
    Credit restriction(s): SSCI 2840U
  

  • CRMN 2850U – Classical Theories of Crime

    This course introduces students to the classical canon of criminological theory, including the broader sociological theories from which they are derived. Grounded within a socio-historical context, the course will survey the major criminological theories that have arisen from the Enlightenment through to the post-World War Two period. Particular emphasis will be placed on the critical analysis of classical theories as well as its historical and contemporary application. This course will also discuss the fundamentals of good theory building and testing in order to prepare students for more advanced course work.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 1000U  
    Credit restriction(s): SSCI 2810U
  

  • CRMN 3010U – Social Justice/Criminal Justice

    There can be no true criminal justice without social justice, that is, without an ethos that challenges inequality and values diversity. Students will think critically about the ways in which identity, culture, institutions and power shape the lived experiences of diverse communities, especially within the context of criminal justice. This course ends with a consideration of social action in the interests of social justice.  
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3010U
  

  • CRMN 3023U – Family Violence

    The course will cover the history of family violence as a social problem; its dynamics, prevalence and outcomes; critical issues in conducting and interpreting research around victims within familial settings and relationships; media representations of violence against family members; the intersection of violence and social categories; violence related services as they relate to family members as victims; and contemporary family violence policy.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3023U
  

  • CRMN 3024U – Criminal Gangs

    This course examines the variety and extent of criminal gang activity. It will offer an analysis of the definitions of gangs, theoretical models used in the study of gangs, the social context that leads to gang formation, variations in gang structures and purposes, and various methods for controlling and policing gangs in Canada and elsewhere.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3024U
    Experiential learning: Yes
  

  • CRMN 3025U – Victimology

    This course will take an integrated approach to victimization examining the scope and impact of crime on victims as well as the experience of victimization as a whole. An historical review of the role of the victim, the evolution of victims’ rights in Canada, and formal and informal responses to victimization will be studied.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3025U
  

  • CRMN 3026U – Organized Crime

    This course is designed to identify the nature and issues of organized crime in all societies. Taking a transnational perspective, it will conduct a critical analysis of the various types of organized criminal activity. The analysis will be grounded in theory and an applied research approach, which will emphasize a multidisciplinary approach to identifying and recommending solutions to the problem. It will examine jurisdictional issues as well as consider a multidisciplinary approach to the issue.

     
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3026U
  

  • CRMN 3027U – Delinquency, Deviance, and Youth Crime

    Youth and young adults occupy a unique place in society that shapes how and why they commit crime, but also how society reacts to those offences. This course considers the history of juvenile justice in Canada, including when we started treating young people differently than adult offenders and the evolution of youth criminal justice legislation. It also considers different issues related to youthful offending and deviance including media representations, substance use, gang involvement, homelessness and offending within schools.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and  (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3027U
  

  • CRMN 3028U – Women in the Criminal Justice System

    This course examines issues impacting women in the criminal justice system. It examines a wide range of issues ranging from women as victims of crime, to women as criminal offenders, to women as police and other types of criminal justice workers.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3028U
    Experiential learning: Yes
  

  • CRMN 3035U – Crime and Media

    This course critically examines media representations of crime and its enforcement. In particular, it documents how crime-related issues (explanations of criminal behaviour, patterns of offending and victimization, criminal justice policy, etc.) are depicted within various media formats (journalism, popular culture, reality-based programming, social media) and the potential effects of such dynamics, whether in relation to audience behaviour, popular stereotypes, fear of crime, or support for particular policy interventions.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3035U
  

  • CRMN 3038U – Serial and Mass Homicide

    This course will examine one of the relatively rare forms of multiple murders: serial and mass homicide. It will explore the scope and nature of serial and mass homicides, their characteristics as homicide events, in addition to the various theories and typologies of individuals who have committed such crimes. This course will also seek to develop a better understanding of the offenders and victims involved in serial and mass homicides as well as the way these crimes are represented in mass media. The methods used to detect and apprehend these types of criminals will also be discussed.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3038U
  

  • CRMN 3040U – Restorative Justice

    This course provides an introduction and exposure to the principles of restorative justice (RJ) and its application to the treatment of human suffering whether as a result of crime or some other harm. In this model, harms such as crime are viewed as wrongs against another person and indicative of a broken relationship between the offender, victim and community. The course examines the needs and roles of key stakeholders (victims, offenders, communities, justice systems), and outlines the history and primary models of RJ practice. Students will examine the empirical evidence for restorative justice, as well as the challenges of creating and sustaining restorative environments, initiatives and resources to support communities in developing safer, healthier and sustainable relationships.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): PSYC 3040U, SSCI 3040U
    Experiential learning: Yes
  

  • CRMN 3045U – Terrorism

    This course will explore theoretical practical issues related to understanding terrorism and the state, and public responses to it. It will review theoretical and methodological issues in the study of terrorism; social, political and economic roots of terrorism; and the representation of narratives of terror and counter-terror. This course will conclude with a critical examination of strategies used in the control of terrorist activities and the implication these have for public safety and for human rights.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3045U
  

  • CRMN 3050U – Police and Society

    This course examines the contemporary shifts in the institutions, strategies and practices of policing in North America and other parts of the world. The culture of policing is viewed theoretically and practically in relation to their broader social, political and economic context with particular emphasis placed on how these developments have been understood and explained by various scholars. The future challenges and prospects for policing, as well as the implications for democratic values such as justice, equality and civil liberty, are considered.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3050U
  

  • CRMN 3056U – Race-ing Justice

    This course explores the disparate experiences of ethnic and racial minorities within the criminal justice system. Emphasis will be placed on the dual processes of the criminalization of race and the racialization of crime. Together, the professor and the students will assess and critique the relationship between race and criminal offending, victimization, policing and disposition.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3056U
  

  • CRMN 3060U – Punishment and Society

    This course is a review of punishment sanctioned and undertaken by the state. It examines important philosophical questions about all forms of punishment, regulation and control. It will review the historical debates about punishment, and will map out the political struggles and cultural shifts that led to the establishment of prisons as the pre-eminent modern form of punishment. In addition, it will consider not only how prisons are administered but how they are experienced. Finally, the course will consider non-punitive responses to wrongdoing and rule breaking.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
    Credit restriction(s): SSCI 3060U
  

  • CRMN 3301U – Green Criminology and Eco-Justice

    Green criminology is a rapidly developing field within criminology. It developed out of a concern by researchers for environmental crime and the harms that it produces. Green criminology explores the ways in which governments, corporations and ordinary people harm environments, humanity and animals. Students who successfully complete the course will develop an in-depth understanding of what we mean by ‘green criminology’, be able to think critically about emerging issues in green criminology and be able to assess the policies which currently govern environmental crimes. Topics include climate change, environmental disasters, animal welfare, animal trafficking, green washing, food crime and Indigenous environmentalism. 
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U  or POSC 2200U )
  

  • CRMN 3401U – Indigenous Peoples and Justice

    This course will focus on the experiences of Indigenous peoples and justice in Canada and Turtle Island (North America) and around the world using a decolonizing lens that prioritizes and privileges the voices of Indigenous scholars, activists, and allies. Specific topics that will be explored include but are not limited to:  systemic and institutional racism; environmental justice; racial profiling; over-incarceration; treaty breaking; residential schools; conditions on reserves and the remote northern territories; and the Truth and Reconciliation Commission. Criminal justice policy reforms based on Indigenous principles such as sentencing circles and Family Group Conferences will be examined. Students will be introduced to Indigenous justice systems, with attention given to different Indigenous nations’ and communities’ approaches. This course will highlight Indigenous activism, resilience, and power.
    Credit hours: 3.0
    Lecture hours: 3.0
    Prerequisite(s): 3rd year standing in Criminology & Justice
  

  • CRMN 3850U – Contemporary Theories of Crime

    Criminological theory has undergone remarkable change since the 1960s, corresponding to rapid social economic, cultural and political change. This course explores the emerging questions and ideas that have shaped modern criminological thought. Attention is paid to the contexts that shape the emergence and reception of criminological theories since the 1960s, and to the modes of social intervention that different criminological perspectives expressly or implicitly propose. Central to the course is the development of competency in applying these perspectives to contemporary issues.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 2850U  and SSCI 2900U  
    Credit restriction(s): SSCI 2810U
    Experiential learning: Yes
  

  • CRMN 4000U – Advanced Justice Studies

    This capstone course will provide an opportunity for critical analysis of specific justice topics. Students will be expected to synthesize material from previous courses and apply it to a social justice issue, demonstrating significant mastery of justice concepts, theory and research.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Criminology and Justice
    Credit restriction(s): SSCI 4000U
    Experiential learning: Yes
  

  • CRMN 4001U – Special Topics in Criminology and Justice

    This writing intensive course explores specific criminology and justice related topics. Using knowledge of criminological theories, quantitative or qualitative methods, or policy analysis, students will be expected to produce a sufficiently new empirical finding or a theoretical/conceptual/policy claim. This course provides students the opportunity to synthesize and integrate knowledge from previous coursework into a substantive final paper that is consistent with a faculty member’s specific area of research expertise and topical focus.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in the Faculty of Social Science and Humanities, CRMN 2850U  and at least one 3000-level CRMN course.
    Experiential learning: Yes
  

  • CRMN 4020U – Corporate Crime

    This course provides students with an introduction to the area of corporate crime. It will introduce students to the various types of occupational and organizational deviance and offending, as well as their associated scholarship. In addition to reviewing and applying both general theories of crime and those specific to white-collar offending, students will be introduced to real-world case studies in order to situate the various concepts and ideas discussed in class.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (one of SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (one of SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U )
    Credit restriction(s): SSCI 3020U, CRMN 3020U
  

  • CRMN 4021U – Cybercrime

    Cybercrime is an expansive concept that typically relates to crimes committed through, on, or involving the internet, but also increasingly applies to internet connected devices. This course approaches cybercrime from a sociological perspective, exploring topics such as offender motivation, organization, and societal and criminal justice responses. The course also critically interrogates the nature, extent and scope of cybercrime (and deviance), considering whether and to what extent formal and informal reactions are appropriate and warranted. The changing landscape of digital life is also explored, particularly as it relates to the intersection between private, public and institutional use of technology, vulnerabilities, and criminal behavior/victimization.   
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): (one of SSCI 2900U  or SSCI 2910U  or SSCI 2920U  or LGLS 2940U ) and (one of SSCI 2810U or CRMN 2830U  or CRMN 2850U  or LGLS 2200U  or PSYC 2030U )
    Credit restriction(s): SSCI 3021U, CRMN 3021U
  

  • CRMN 4022U – Hate Crime

    As message crimes, hate crimes have dramatic impacts not just on individual victims but on broader communities and inter-cultural relationships. They also challenge core values of inclusion and equity. This course will assess the contexts and consequences of hate crime, focusing attention on the ways in which individual and social dynamics shape hate crime. Students will also engage in a critical assessment of the strategies intended to counter hate.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Faculty of Social Science and Humanities, CRMN 2850U , and at least one 3000-level CRMN course
    Credit restriction(s): SSCI 3022U and CRMN 3022U
  

  • CRMN 4023U – Intimate Partner Violence

    This course provides an overview of intimate partner violence (IPV). The course emphasizes obstacles in determining rates of prevalence; theories and research as to etiology, especially with regard to gender, sexual identity, diversity and multicultural concerns; and individual and societal intervention and prevention efforts. This course will examine a multitude of issues surrounding IPV including men’s violence against women, female perpetrators, same-sex partner violence and adolescent relational violence. This course will also examine responses to, and prevention of, IPV including both formal and informal responses to this phenomenon.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Faculty of Social Science and Humanities and CRMN 3023U .
  

  • CRMN 4032U – Mediation and Conflict Resolution

    Conflict is inevitable, but it does not have to be debilitating for individuals and organizational/social systems. Mediation is a crucial means to reaching peaceful and agreed solutions in today’s world—on an international, political, industrial, peace-keeping or social level. This course explores the theory and practice of dispute resolution and mediation. Students gain a broad understanding of mediation and negotiation strategies, learn skills that lead to great success in managing conflict, and develop confidence in the mediation process as an effective means for resolving interpersonal, organizational and community disputes.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Faculty of Social Science and Humanities or third-year standing in Legal Studies.
    Credit restriction(s): SSCI 4032U
  

  • CRMN 4037U – Youth Justice Policy

    This course provides students with an understanding of the contours and purposes of various juvenile justice systems in selected countries, including Canada, through examination of various cases, legislative initiatives and social forces that have affected juvenile justice policy in these countries. In addition to examining the evolution of these juvenile justice systems, learners will examine changing approaches to the policing and adjudication of juvenile offenders, as well as the transformation of juvenile courts. Finally, students will gain an understanding of contemporary issues in juvenile justice in Canada and elsewhere, and an appreciation for the policy and analytical value of comparative methods.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Faculty of Social Science and Humanities and CRMN 3027U .
    Credit restriction(s): SSCI 3037U
  

  • CRMN 4052U – Policing Diverse Communities

    This course explores issues related to policing culturally diverse communities in Canada. In particular, students will explore the relevance of cultural differences between minority cultures and the assumed dominant culture for policing. Thus, it will introduce students to the origins and manifestation of bias and discrimination in policing, the use of police force, discretionary powers, police ethnic community relationships, and the utility of government appointed race and ethnic relations commissions. Further, it will explore efforts to enhance police/community relations, and their strengths and limitations.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 3050U  
    Credit restriction(s): SSCI 3052U, CRMN 3052U
  

  • CRMN 4062U – The Prison Experience

    The focus of this course is the study of prison life. It will review a number of classic sociological studies in which the prison has been recognized as a world set apart, one with unique cultures, demands and processes. This course will examine the experiences and lived realities of prisoners and prison staff, which include strategies of adjustment and survival and the prevalence of violence in prison. Finally, it will discuss the ways in which inmates negotiate and resist the experience of power, discipline and formal social control.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 3060U  and fourth-year standing in Faculty of Social Science and Humanities.
    Credit restriction(s): SSCI 3062U, CRMN 3062U
  

  • CRMN 4065U – Criminal Justice Ethics and Misconduct

    This course is an exploration of professionalism and decision-making in criminal justice through the lens of ethics, professional codes of conduct and leadership in organizations. The course will lay a foundation for exploration through a comprehensive survey of various ethical theories and leadership theories. With this foundation, the students will examine their own decision-making process and apply these theories to current problems and issues facing criminal justice professionals.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Faculty of Social Science and Humanities, CRMN 2850U , and at least one 3000-level CRMN course.
    Credit restriction(s): SSCI 4065U
    Experiential learning: Yes
  

  • CRMN 4075U – International Perspectives on Criminal Justice

    This course encourages students to think about how sociocultural, political and social conditions shape both crime and responses to crime across distinct cultures. It attempts to break down ethnocentric assumptions about crime and its control, countering the pervasive belief that there is one true way to approach justice. Consequently, we examine the diversity of historical and global patterns of crime and its control including international and transnational efforts at crime control. We will also consider the ways in which such processes as colonization, and globalization impose upon the sovereignty of nation states.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Faculty of Social Science and Humanities, CRMN 2850U  and at least one 3000-level CRMN course.
    Credit restriction(s): SSCI 4075U
  

  • CRMN 4079U – Alternative Sanctions

    This course will consider alternative sanctions to prisons and jails, examining impacts on sentenced individuals, the community and the criminal justice system. The course will also explore the relationship between pre- and post-sentencing practices, policies and outcomes, particularly as they relate to community corrections, such as probation, diversion and community service. Overlaps and relationships between intermediate sanctions and imprisonization will also be examined.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 3060U  
    Credit restriction(s): SSCI 4079U
  

  • CRMN 4085U – Emerging Patterns of Policing

    This course examines emerging trends at all levels of policing; public and private; community and military; and the ways in which these trends are embedded in broader patterns of social and technological change. Moreover, students will be encouraged to speculate on what’s next in the context of new forms and requirements of policing.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): CRMN 3050U  
    Credit restriction(s): SSCI 4085U
  

  • CRMN 4099U – Criminology and Justice Integrating Project

    This course is designed to allow students to develop a project in criminology and justice, which pulls together the key themes of the program, namely, theory, research and policy. Emphasis will be placed on independent scholarly inquiry reflective of a qualitative, quantitative, theoretical, or policy approach. Throughout this process, students will be expected to demonstrate an advanced level of understanding based on their previous course work in this program. The integrating project provides students with the opportunity, under the guidance of a faculty member, to synthesize and apply knowledge gained throughout their program of study. The students will set topics and approaches based on their areas of interest.
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Criminology and Justice.
    Credit restriction(s): SSCI 4099U
    Experiential learning: Yes
  

  • CRMN 4100U – Doing Criminology

    Through engagement with the community and hands-on learning, this course helps students cognitively, affectively and behaviourally process knowledge, skill and/or attitudes in a learning situation characterized by a high level of active involvement. Depending on the semester, this might involve such activities as organizing a conference, or developing a digital intervention challenging oppressive practices. The goal is to apply skills, knowledge and insight developed through their studies to a particular initiative intended to foster positive social change in the local or global community. 
    Credit hours: 3
    Lecture hours: 3
    Prerequisite(s): Fourth-year standing in Criminology and Justice

Curriculum Studies
  

  • CURS 4100U – Curriculum Studies I: I/S Biology

    This course will explore the fundamentals of learning and teaching science and biology in grades 7-10.  The course will draw on research in science and biology teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyse and develop educational tools with special attention toward using educational technologies to promote scientific inquiry and conceptual understanding.  Students will develop knowledge of relevant Ontario Ministry of Education guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for the development of conceptual understanding and scientific investigation in biology, inquiry and communication in biology, and critical approaches relating biology to society and the environment.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
    Experiential learning: Yes
  

  • CURS 4101U – Curriculum Studies II: I/S Biology

    This course will expand upon the foundation provided in CURS 4100U – Curriculum Studies I: I/S Biology  by extending the examination of the learning and teaching process as it applies to biology in grades 11-12. Students will enhance their understanding of the major themes from CURS 4100U  as they relate to developing and sustaining technology-enhanced rich learning environments. Topics include the content in biology courses taught in these divisions, relevant Ontario Ministry of Education documents, research-informed praxis, and socio-scientific issues.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): CURS 4100U  
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4110U – Curriculum Studies I: I/S English

    This course introduces teacher candidates to the theory and practice of teaching English/Language Arts (ELA) in the Intermediate/Senior divisions, with a focus on teaching reading, writing, speaking, listening, viewing and representing in the digital age. The curriculum content includes a review of related curriculum documents and supporting resources, as well as a review of current subject-related theory, teaching strategies and classroom practices. The course uses a critical digital literacies approach and consists of a detailed study of English/Language Arts curriculum guidelines and requirements (7-12), adolescent development related to the development of digital literacies, development of programs for student diversity, print and non-print material related to traditional and digital literacies (7-12), a review of the role of digital technologies and media in the English/Language Arts classroom, and a review of a range of teaching strategies and assessment tools related to the English/Language Arts classroom (7-12).
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4111U – Curriculum Studies II: I/S English

    This course continues to introduce teacher candidates to the theory and practice of teaching English/Language Arts (ELA) in the Intermediate/Senior divisions, with a focus on teaching reading, writing, speaking, listening, viewing and representing in the digital age. The curriculum content includes a review of related curriculum documents and supporting resources, as well as a review of current subject-related theory, teaching strategies, and classroom practices. The course continues to use the critical digital literacies approach from semester one.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): CURS 4110U  
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4140U – Curriculum Studies I: I/S Mathematics

    This course will explore the fundamentals of learning and teaching mathematics, primarily focusing on intermediate grades. The course will draw on research in mathematics teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyse and develop educational tools and special attention toward using educational technologies to promote mathematical inquiry guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for fostering authentic learning of abstract and contextualized mathematics.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4141U – Curriculum Studies II: I/S Mathematics

    This course will expand upon the foundation provided in CURS 4140U  by extending the examination of the learning and teaching process as it applies to mathematics, primarily focusing on the senior grades.  Students will enhance their understanding of the major themes from IS Mathematics I as they relate to developing and sustaining technology-enhanced rich learning environments.  Topics include the content in mathematics courses taught in these divisions, relevant Ontario Ministry of Education documents, research-informed praxis, and socio-mathematical issues.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): CURS 4140U  
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4180U – Curriculum Studies I: I/S General Science

    This course will explore the fundamentals of learning and teaching general science in grades 7-10. The course will draw on research in science teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyse and develop educational tools with special attention toward using educational technologies to promote scientific inquiry and conceptual understanding.  Students will develop knowledge of relevant Ontario Ministry of Education guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for the development of conceptual understanding and scientific investigation in general science, inquiry and communication in general science, and critical approaches relating science to society and the environment.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4181U – Curriculum Studies II: I/S General Science

    This course will expand upon the foundation provided in CURS 4180U – Curriculum Studies I: I/S General Science  by extending the examination of the learning and teaching process as it applies to science in grades 11-12. Students will enhance their understanding of the major themes from CURS 4180U  as they relate to developing and sustaining technology-enhanced rich learning environments. Topics include the content in science courses taught in these divisions, relevant Ontario Ministry of Education documents, research-informed praxis, and socio-scientific issues.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): CURS 4180U  
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4501U – Curriculum Studies I: I/S History

    This course familiarizes students with the content, theories, and practices that are currently advocated by the Ontario Ministry of Education for the teaching of history in intermediate and secondary schools. Students will explore assessment, active learning, curriculum planning and problem based learning.  Emphasis will also be placed on student learning styles and accommodating diversity within the classroom. They will engage deeply with the mandated curriculum through exploration of the documents in class and through the creation of lesson plans. Students will explore the above topics while engaging in various digital and online technologies both in the classroom and as a means of assessment. Throughout the course students will develop the interpersonal and professional skills necessary to succeed in an educational setting. 
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4502U – Curriculum Studies II: I/S History

    This course continues the work begun in CURS 4501U Curriculum Studies I: I/S History , by familiarizing students with more of the content, theories, and practices that are currently advocated by the Ontario Ministry of Education for the teaching of history in intermediate and secondary schools. Students will further explore assessment and the Growing Success document. They will continue to develop their understanding of the mandated curriculum through the creation of a detailed unit plan. Students will explore Aboriginal issues in education, as well as continue to discuss how to accommodate diversity within the classroom. Students will examine in detail the use of reflection as part of effective pedagogy.  Students will explore the above topics while engaging in various digital and online technologies both in the classroom and as a means of assessment. Throughout the course students will continue to develop the interpersonal and professional skills necessary to succeed in an educational setting. 
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): CURS 4501U  
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • CURS 4503U – Curriculum Studies I: I/S Health and Physical Education

    This course will explore health and physical education content, philosophies and teaching methodologies from Grades 7 to 12 in the Ontario context. Students will be shown how to infuse multimedia technologies into the delivery of the curriculum. They will be encouraged to explore Physical Education and Health topics by taking part in projects, presentations and practical labs. Many of the health topics in the Ontario Health Curriculum such as the compulsory CPR unit will be presented and discussed. In addition, many of the current issues that are related to health and wellness will be studied in the course. The physical education portion of the course includes activity sessions in dance, outdoor recreation; leisure time sports activities and many individual and team sports. This course will include methods of assessment and evaluation of students and programs, curriculum development and the practice of maintaining a balanced program of curricular, interschool and intramural activities.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S BEd Consecutive students.
    Experiential learning: Yes
  

  • CURS 4504U – Curriculum Studies II: I/S Health and Physical Education

    This course will continue to explore health and physical education content, philosophies and teaching methodologies focusing on Grades 11 to 12. Students will continue to be shown how to infuse multimedia technologies into the delivery of the curriculum. They will be encouraged to explore Physical Education and Health topics by taking part in projects, presentations and practical labs.  Many of the current issues that are related to health and wellness will be studied in the course, including personal wellness, mental, physical, social and emotional health. Students will continue to be encouraged to explore physical and health literacy. The physical education portion of the course includes activity sessions in dance, outdoor recreation; leisure time sports activities and many individual and team sports. This course will continue to include methods of assessment and evaluation of students and programs, curriculum development and the practice of maintaining a balanced program of curricular, interschool and intramural activities.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): CURS 4503U  
    Note(s): Restricted to I/S BEd Consecutive students.

Economics
  

  • ECON 2010U – Microeconomics

    As a first course in economics, microeconomics introduces the student to principles such as scarcity, opportunity cost, diminishing returns, elasticity, industrial organization, economies to scale, and concentration. The course begins with an introduction to the market and price determination. The course reviews the cost structure of the firm in both the long and short run. Price and quantity decisions for firms in various competitive situations are discussed. Canada’s Competition Act is examined. The course also analyzes the markets for factors of production.
    Credit hours: 3
    Lecture hours: 2
    Tutorial hours: 1.5
    Credit restriction(s): BUSI 2050U  
  

  • ECON 2020U – Macroeconomics

    As an introductory course in economics, macroeconomics introduces the student to principles such as unemployment, inflation, economic growth, the multiplier, equilibrium, fiscal policy, and monetary policy. The student builds on the knowledge of the market from microeconomics and proceeds to an understanding of aggregate demand and supply. The principle of money and banking are introduced along with the role of the Bank of Canada. The course also introduces the student to the principles of international trade theory.
    Credit hours: 3
    Lecture hours: 2
    Tutorial hours: 1.5
    Credit restriction(s): BUSI 2050U  

Education
  

  • CURS 4301U – Curriculum Studies I: I/S Chemistry/Physics

    This course will explore the fundamentals of learning and teaching science and chemistry/physics in grades 7-10. The course will draw on research in science and chemistry/physics teaching, learning, and assessment, and will show how such findings may be used in the classroom. Students will explore, analyze and develop educational tools with special attention toward using educational technologies to promote scientific inquiry and conceptual understanding. Students will develop knowledge of relevant Ontario Ministry of Education guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for the development of conceptual understanding in chemistry/physics, inquiry and communication in chemistry/physics, subject-specific problem solving, and critical approaches in relating chemistry/physics to society and the environment.
    Credit hours: 3.0
    Lecture hours: 3.0
    Note(s): Restricted to I/S BEd students
    Experiential learning: Yes
  

  • CURS 4302U – Curriculum Studies II: I/S Chemistry/Physics

    This course will expand upon the foundation provided in CURS 4301U – Curriculum Studies I: I/S Chemistry/Physics  by extending the examination of the learning and teaching process as it applies to Chemistry/Physics in grades 11-12. Students will enhance their understanding of the major themes from Curriculum Studies I: I/S Chemistry/Physics  as they relate to developing and sustaining technology-enhanced rich learning environments. Topics include the content in chemistry / physics courses taught in these divisions, relevant Ontario Ministry of Education documents, research-informed praxis, and socio-scientific issues.
    Credit hours: 3.0
    Lecture hours: 3.0
    Prerequisite(s): CURS 4301U  
    Note(s): Restricted to I/S BEd students
    Experiential learning: Yes
  

  • EDUC 1300U – Foundations I: Planning and Preparation + 22 days Field Experience

    This course provides teacher candidates with an overview of approaches to teaching and learning, with an emphasis on the interconnected nature of planning, instruction, assessment, and managing student behaviours within a classroom. The course will include an examination of Ontario curriculum documents, supporting resources, as well as a review of current research and theory related to instruction and classroom practices within the Ontario context. The emphasis will be on classroom methods and approaches that have broad applicability across curriculum areas and across a wide range of behavioural, emotional, and academic issues.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to BEd students.  

     
    Experiential learning: Yes
  

  • EDUC 1301U – Learning and Development

    This course provides teacher candidates the opportunity to explore key theories and issues in human development and learning specific to primary and junior teaching. Teacher candidates will be introduced to the major psychological theories and latest research related to human development, in the areas of physical, cognitive, social, emotional, and personality development, as well as learning methods and styles. This knowledge is then applied to the classroom setting in order for teacher candidates to understand and guide student behavior, learning, and achievement. An objective of this course is promoting healthy development in all areas of life such as academic, personal, and social.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to BEd students.
  

  • EDUC 1302U – P/J Digital Literacies I (Language Arts and Digital Technology)

    This course supports teacher candidates to understand multiple literacies both as producers and consumers. In addition, teacher candidates become more familiar with aspects of the Ontario curriculum: Language, including the expectation organizers: listening, speaking, writing, reading, media, and drama. This course examines how technology enables JK to grade 6 language learners to participate in formal and informal learning settings. Through this course teacher candidates also study how they, as learners, and the learners they teach can become self-directed, autonomous, co-creators of communications. This course employs a critical theory approach to examine children’s literature for social justice and other forms of inclusive curriculum.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J Consecutive BEd students.
  

  • EDUC 1305U – Foundations II: Curriculum Theory and Practice + 32 days Field Experience

    This course builds on concepts established in EDUC 1300U - Foundations I: Planning and Preparation + 22 days Field Experience , exploring more deeply approaches to teaching and learning and how such approaches align with visions of teaching/learning for the 21st century. Although the interconnectedness of planning, instruction, and management of students and class behaviours remain key foci of the course, the emphasis shifts to a deeper analysis of assessment within the Ontario context. The course provides students with analysis of assessment within the Ontario context. The course provides students with opportunities to analyze Ontario curriculum documents, supporting resources, and current research and theory related to instruction, assessment, and classroom practices within the Ontario context. Continued reflective practice is emphasized, as well as increased problem-solving and creative solutions to the complexities of planning, instruction, assessment, and managing classrooms to optimize student learning.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): EDUC 1300U  
    Note(s): Restricted to BEd students.
    Experiential learning: Yes
  

  • EDUC 1306U – P/J Digital Literacies/Social Studies II (Language Arts and Social Studies)

    Teacher candidates will apply their learning from P/J Digital Literacies I into practice in realistic contexts during this course.  The overall approach to this course continues to examine how technology enables JK to Grade 6 learners to participate in formal and informal learning settings. Through micro-teaching experiences, teacher candidates will have opportunities to apply their knowledge and teaching strategies. Teacher candidates will continue to utilize the Ontario curriculum: Language with an emphasis on curriculum planning, particularly through integrating subjects, such as Language Arts and Social Studies. Through an inquiry process, teacher candidates will explore citizenship, spatial literacy, and critical thinking across current and historical contexts. Teacher candidates will become familiar with the Ontario curriculum: Social Studies, including the strands of Heritage and Identity, and People and Environments. Related digital resources will provide gateways into communicating ideas and exploring significant events and issues in our diverse communities. This course has a focus on creating inclusive classroom environments through considerations of differentiated learning and experience, as well as attention to equity and social justice.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): EDUC 1302U  
    Note(s): Restricted to P/J Consecutive BEd students.
    Experiential learning: Yes
  

  • EDUC 1308U – P/J Mathematical Thinking and Doing

    This course is designed to provide teacher candidates with opportunities to develop their conceptual understanding, procedural skills, and confidence in the mathematical knowledge required for teaching. Through a problem-solving approach, teacher candidates will be invited to reconstruct their current perspectives of mathematics and enhance their understanding of mathematics pedagogy. The course will emphasize diverse ways of reasoning with and about mathematics, which includes a focus on mathematical communication and contextualized explorations with connections to other subject areas. Specific considerations for teaching in the P/J classroom, such as making connections amongst mathematical ideas, physical and virtual representations, and emotional experiences will be addressed.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J Consecutive BEd students.
    Experiential learning: Yes
  

  • EDUC 1309U – I/S Digital Literacies and Information and Communication Technology

    The purpose of this course is to discuss and review digital technologies and the impact of embedding these technologies in learning environments. A series of modules have been designed to allow learners to increase their comfort and competence with digital technologies within educational settings. The tools and resources available to students will be introduced on a thematic basis, encompassing key areas pertaining to 21st-century learning and skills development. This includes, but is not limited to: digital presentations, game-based learning, digital storytelling, website design, adaptive and assistive technologies, and teacher productivity applications. In-class activities will be dedicated to acquiring and practicing essential skills for integrating ICT into the classroom. This includes practical or technical knowledge (e.g. troubleshooting, converting files), understanding the theoretical and pedagogical underpinnings of technology-enhanced learning practices, and how to apply these skills in their classrooms.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • EDUC 1310U – I/S Mathematical Thinking and Doing

    This course is designed to provide teacher candidates with opportunities to develop their conceptual understanding, procedural skills, and confidence in the mathematical knowledge required for teaching. Through a problem-solving approach, teacher candidates will be invited to reconstruct their current perspectives of mathematics and enhance their understanding of mathematics pedagogy. This course will emphasize diverse ways of reasoning with and about mathematics, which includes a focus on mathematical communication and contextualized explorations with connections to other subject areas. Specific considerations for teaching in the I/S classroom, such as making connections amongst mathematical ideas, physical and virtual representations, and emotional experiences will be addressed.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • EDUC 1311U – I/S Coding and Communication

    Today’s adolescents are born into a technology-rich environment vastly different from that experienced by even quite recent generations. Students will increasingly need skills in coding and computational communication to be active participants in a digital world and for the future workplace. This course will introduce Intermediate/Senior teacher candidates to leading-edge pedagogies and skills for learning and teaching the foundations and fundamentals of programming. By exploring and analyzing an array of adolescent-friendly software geared at developing the basics of coding and digital communication for Grade 7 to12 learners, teacher candidates will develop innovative pedagogies for teaching and learning in the 21st century. Topics may include: coding educational games, developing mobile apps, LEGO robotics, and multi-platform digital projects.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S Consecutive BEd students.
  

  • EDUC 1314U – P/J Health & Physical Education

    This course provides teacher candidates with an overview of teaching fundamental movement skills, active living and healthy living by investigating the three strands in the Health and Physical Education curriculum. Theoretical and practical Health and Physical Education aspects as well as the fundamental concepts for each of the three strands are explored in this introductory course. The curriculum content will involve activities and strategies for promoting healthy active living as well as health-related content. Students will focus on the development of physical literacy and health literacy, and investigate concepts of inclusion, mental health, mindfulness and their impact on students’ academic success and overall wellness.​
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J Consecutive BEd students
  

  • EDUC 1315U – The Arts Primary/Junior

    This course introduces the Arts (Dance, Drama, Music and Visual Arts) to all P/J students. Students will focus on each of the arts as distinct disciplines and will explore their essential fundamental components. Current theoretical and practical classroom aspects of the four art disciplines will be introduced as well as integrating their use in teaching with other disciplines.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J Consecutive BEd students.
  

  • EDUC 1330U – P/J Mathematics Methods I

    This course provides prospective elementary teachers with an opportunity to explore key issues in mathematics teaching and learning. Emphasizing the “unpacked” mathematical knowledge required for teaching, course participants will explore topics such as: constructivist-based teaching approaches; uses of technology for enriched learning; communication, assessment and evaluation; multiple representations and the interconnectedness of curricular expectations; how aesthetic and affective experiences can be used to benefit learning and to teach for equity, diversity, collaboration, and community. Course participants will explore, analyse and develop concrete examples of inquiry-style learning with an emphasis on  mathematical reasoning. Through readings, classroom activities and discussions, students will develop knowledge and skills in mathematics while exploring their personal values and beliefs about education in this discipline, with an eye toward creating positive learning environments for their future students.
    Credit hours: 1.5
    Lecture hours: 2
    Note(s): Restricted to P/J Consecutive BEd students
    Experiential learning: Yes
  

  • EDUC 1340U – P/J Mathematics Methods II

    Designed as a follow up to EDUC 1330U EDUC 1330U – P/J Mathematics Methods I  , this course addresses, builds on and extends the major themes introduced in EDUC 1330U . This course will provide prospective elementary teachers with a more in-depth look at the intricate connections between mathematics thinking and learning, and how these connections can be used to design and develop interdisciplinary classroom activities that meet the needs of diverse learning communities. A focus of this course will be on the design, development and critique of assessment methods for, of and as learning in an inquiry-based classroom environment.  Course participants will explore, debate, discuss, analyze and reflect on a variety of traditional and innovative instructional and assessment approaches, with special attention toward the use of technology for interdisciplinary learning. Students will also be required to show proficiency in the subject matter they will teach, as per the course corequisites.
    Credit hours: 1.5
    Lecture hours: 2
    Prerequisite(s): EDUC 1330U 
    Note(s): Restricted to P/J Consecutive BEd students
    Experiential learning: Yes
  

  • EDUC 1370U – P/J Science & Technology Methods I

    This course provides prospective elementary teachers with an opportunity to explore key issues in science and technology teaching and learning. Emphasizing the “unpacked” science and technology knowledge required for teaching, course participants will explore topics such as: constructivist-based teaching approaches; uses of technology for enriched learning; communication, assessment and evaluation; multiple representations and the interconnectedness of curricular expectations; how aesthetic and affective experiences can be used to benefit learning collaboration, and community. Course participants will explore, analyse and develop concrete examples of inquiry-style learning with an emphasis on scientific reasoning. Through readings, classroom activities and discussions, students will develop knowledge and skills in science, while exploring their personal values and beliefs about education in this discipline, with an eye toward creating positive learning environments for their future students.
    Credit hours: 1.5
    Lecture hours: 2
    Note(s): Restricted to P/J Consecutive BEd students
    Experiential learning: Yes
  

  • EDUC 1380U – P/J Science & Technology Methods II

    Designed as a follow up to EDUC 1370U EDUC 1370U – P/J Science & Technology Methods I , this course addresses, builds on, and extends the major themes introduced in the EDUC 1370U . This course will provide prospective elementary teachers with a more in-depth look at the intricate connections between science and technology thinking and learning, and how these connections can be used to design and develop interdisciplinary classroom activities that meet the needs of diverse learning communities. A focus of this course will be on the design, development and critique of assessment methods for, of, and as learning in an inquiry-based classroom environment.  Course participants will explore, debate, discuss, analyze and reflect on a variety of traditional and innovative instructional and assessment approaches, with special attention toward the use of technology for interdisciplinary learning. Students will also be required to show proficiency in the subject matter they will teach, as per the course corequisites.
    Credit hours: 1.5
    Lecture hours: 2
    Prerequisite(s): EDUC 1370U 
    Note(s): Restricted to P/J Consecutive BEd students
    Experiential learning: Yes
  

  • EDUC 2400U – Equity and Diversity

    This course aims to demonstrate that diversity within a learning community is a rich resource, and one that requires clear commitment to policies and practices that ensure equitable opportunities for academic success. We will explore how the intersectionalities of gender, socio-economic status, race, language, faith, culture, sexual orientation and ability position students differently with respect to power and privilege. These diverse positions will result in varying levels of academic achievement. Students will examine ministry publications and explore culturally responsive teaching strategies for using students’ prior linguistic and cultural knowledge, as well as other aspects of their identities to scaffold the learning of new concepts and skills. This course is framed from the standpoint that both theory and lived experience can powerfully inform our pedagogy, and therefore strikes a balance between drawing on theoretical concepts (critical multiculturalism, language acquisition, and aboriginal traditional knowledge) and the real life experiences of students from diverse backgrounds.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to BEd students
    Experiential learning: Yes
  

  • EDUC 2401U – Learning in Digital Contexts

    The purpose of this course is to discuss strategies for integrating digital technologies in the classroom based on current research practice and to examine the impact of embedding these technologies in learning environments. This course will address practical and technical knowledge, the pedagogical and theoretical practices associated with technology enhanced learning and the intersections of race, gender, ethnicity, class, ability and culture as they relate to the consumption, production and utilization technology. The tools and resources available to students will be introduced on a thematic basis, encompassing key areas pertaining to 21st-century learning and skills development. This includes, but is not limited to: digital presentations, game-based learning, digital storytelling, website design, adaptive and assistive technologies, and teacher productivity applications. In-class activities will include group discussion as well as practice acquiring and utilizing essential skills for integrating digital tools into the classroom.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to BEd students.
  

  • EDUC 2402U – Teaching for Inclusion: Special Needs and Individualized Education

    This course focuses on the theory and practice to address the diverse needs of all students in the classroom, including those students who have special needs. The course provides rationale and understanding into the principles of inclusion and equity for all learners, with emphasis on the role of the teacher in differentiating instruction and applying culturally responsive teaching strategies, and strategies that support diverse family needs. Instructional and assessment strategies most likely to succeed with diverse learners are explored, with an emphasis on assistive technology and other digital technologies that support special needs and diverse learners. The course includes a review of legislation and relevant documents including required procedures such as Individual Education Plans (IEPs) and identification, placement and review committee processes (IPRC).  Students are encouraged to see effective partnerships with parents and other professionals as essential to effective learning and integration.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to BEd students.
    Experiential learning: Yes
  

  • EDUC 2403U – Independent Inquiry/Internship

    A key aspect of learning in the 21st century is that learning is becoming more individualized, and self-directed. The purpose of this course is to enable teacher candidates to work in depth on an area they identify as the one in which they most need to build new or deeper skills and understandings about subject knowledge or professional knowledge. In consultation with faculty, teacher candidates will: a) identify the area in which they most need to build greater competence; and b) devise a learning plan that includes study components, observation components, and a supervised internship in a field setting.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to I/S BEd students.
    Experiential learning: Yes
  

  • EDUC 2404U – Education Law, Policy and Ethics

    Education Law, Policy and Ethics introduces teacher candidates to the basic legal issues related to teaching in the publicly-funded school systems in Ontario. Teachers must be aware of their rights and obligations as defined in legislation. They must also understand how education is delivered to pupils in Ontario and the basic structure supporting that delivery. Teacher candidates will develop an understanding of their role as a teacher and their responsibilities through the study of Ontario education law, policy, and related legislation including the Constitution Act 1867 and 1982, the Child and Family Services Act, the Education Act, the Ontario College of Teachers Act, and the Teaching Profession Act.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to BEd students.
    Experiential learning: Yes
  

  • EDUC 2405U – Foundations III: Long Range Planning and Assessment + 31 days Field Experience

    This course examines more deeply the continued interplay of theory and practice drawing upon their experiences, previous course work, and promising pedagogies through practioner inquiry. This course builds upon the theoretical principles that guide assessment within the Ontario context including assessment for learning, assessment of learning, and assessment as learning. The course allows teacher candidates to integrate knowledge of learners, learning, subject matter, pedagogy, assessment, and educational goals to design short-term and long-range plans for their applicable grades and subjects. Major aspects of this course are self-directed; teacher candidates are encouraged to design plans for specific contexts related to career goals. The course further establishes the initial pre-service teacher education foundations upon which beginning teachers could build upon throughout their teaching careers.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): EDUC 1300U  and EDUC 1305U  
    Note(s): Restricted to BEd students.
    Experiential learning: Yes
  

  • EDUC 2406U – Reflective Practice/Action Research

    In this course, students will explore reflection in the context of professional practice. This course will focus on ways in which reflection informs professional actions and facilitates learning, growth, and development.  Students will examine theoretical perspectives and research approaches that inform reflective practice. The theories and perspectives of John Dewey, Donald Shon, John Heron, Kurt Lewin, and relevant others will be examined in the context of reflective practice and research. Research traditions, including action research, collaborative inquiry, and Japanese Lesson Study will be addressed. Topics include: the role of reflection in professional practice and professional development; the relationships among reflection, learning, professional practice, and research; the roles of reflection in constructivist teaching and learning; reflection in case study research, self-research, and action research.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J and I/S Consecutive BEd students.
    Experiential learning: Yes
  

  • EDUC 2407U – Mental Health Issues in Schools

    This course focuses on the growing concern of mental health issues for students in the education system. Students in the course will learn of the various mental health problems facing children and youth in primary and secondary grades such as depression, anxiety, eating disorders, and self-injurious behaviours. Future teachers will learn the proper steps of addressing mental health issues within the school context; including the roles and responsibilities of various individuals and agencies, teaching strategies, accommodations, and current intervention strategies that assist students with mental health problems. In addition, this course will review parental mental health issues and the impact on children, learning, and the teaching profession. Canadian practices, legal issues, diagnostic procedures, IEP’s, ethical issues, and prevention methods related to the school environment will be underlying concepts throughout the course. A highlighted focus will be addressing the stigma of mental health in schools. The course will be delivered in a module/hybrid style format that allows students to become immersed in the content and address current beliefs and views related to mental health in a safe and reflective manner.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to BEd students.
    Experiential learning: Yes
  

  • EDUC 2408U – P/J Coding and Communication

    Today’s children are born into a technology-rich environment vastly different from that experienced by even quite recent generations. Students will increasingly need skills in coding and computational communication to be active participants in a digital world. This course will introduce Primary/Junior teacher candidates to leading-edge pedagogies and skills for learning and teaching the foundations and fundamentals of programming geared for K-6 learners. By exploring and analyzing an array of child-friendly software aimed at developing the basics of coding and digital communication for K-6 learners, teacher candidates will develop innovative pedagogies for teaching and learning in the 21st century. Topics may include: coding educational games, developing mobile apps, LEGO robotics, and digital storytelling.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J Consecutive BEd students.
    Experiential learning: Yes
  

  • EDUC 3200U – Introduction to Indigenous Pedagogy

    The course examines the historical, political, social, and cultural contexts of Indigenous education in Ontario and Canada. Participants will explore Indigenous ways of knowing as well as pedagogical strategies and curricular consideration to appropriately integrate Indigenous content in the K-12 learning environment.  Special attention will be given to Place and Land-based pedagogies.
    Credit hours: 3
    Lecture hours: 4
  

  • EDUC 3201U – Environmental Education

    In this course, students will have opportunities to develop critical skills for implementing environmental education in the Ontario context. The course will employ a project-based approach, enabling participants to develop resources for infusing Environmental Education in academic, professional, and everyday lives. Students are expected to complete readings, reflections and research tasks; participate in individual and group learning activities; and complete projects and demonstrate knowledge, understanding, and application of environmental content and issues. Activities will include digital technology-based learning (blogs, discussion boards), field studies (outdoor/experiential learning) and traditional (Aboriginal) environmental knowledge.
    Credit hours: 3
    Lecture hours: 4
    Experiential learning: Yes
  

  • EDUC 3205U – Visual Arts: An Introduction to Indigenous Art

    This is an introductory hybrid course using Visual Arts to develop a personal understanding and appreciation of diverse indigenous cultures through past and present artwork/artifacts. A sampling of artwork/artifacts from indigenous cultures from various parts of the globe will be studied with a portion of this course considering the artwork/artifacts from various Canadian indigenous cultures. As well as applying Critical Analysis, Art History, and art-making elements associated with Visual Arts, an interdisciplinary approach using inquiry based learning will be used to achieve the course goals. A culturally responsive pedagogical approach will affirm the students’ own cultural heritage and develop an appreciation of indigenous cultures. This course is designed for those in both the Education and the broader university student population.
    Credit hours: 3
    Lecture hours: 4
  

  • EDUC 3206U – Teaching the Catholic Religion in Schools

    This course, which is compulsory for teacher candidates who want to teach in Ontario Catholic schools, is designed to enhance the professional knowledge, understanding and skills of those teacher candidates. They will study ways in which curriculum can be designed to reflect the philosophy and values of the Catholic system and examine the relation between educational principles and everyday classroom practices.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J and I/S BEd students.
  

  • EDUC 3207U – Teacher as Coach

    This course is intended to encourage teacher candidates to learn more about how to become involved in the life of the school outside of the classroom, whether through sports or other leadership opportunities. As a requirement of this elective, teacher candidates must complete a minimum of six hours as a volunteer/coach in one of their field placement schools. During the classroom component, teacher candidates will develop an understanding of the variety of co-curricular activities and the responsibilities associated with coaching/leadership. To develop a better appreciation of the complexities of organizing student activities, candidates will also have the opportunity to tour and survey the facilities within a secondary school.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J and I/S BEd students.
  

  • EDUC 3208U – Teaching Kindergarten

    This course provides teacher candidates with an overview of teaching and learning at the kindergarten level. The content will include a review of related curriculum documents and supporting resources, as well as a review of current theory, teaching strategies and classroom practices at the kindergarten level.
    Credit hours: 3
    Lecture hours: 4
    Note(s): Restricted to P/J and I/S BEd students.
  

  • EDUC 3209U – Outdoor Education

    In this course, students will have opportunities to develop both the essential foundations and practices for implementing safe and powerful curriculum-based learning in the out-of-doors. Students will be required to complete readings, reflections and research tasks; attend excursions incorporating place-based learning; participate in individual and group learning activities; complete assignments; and demonstrate knowledge and understanding of leadership styles and issues in the context of managing risk. Activities will include digital technology-based learning, oral presentations and experiential field studies.
    Credit hours: 3
    Lecture hours: 4
  

  • EDUC 3210U – Teaching French in Schools

    This course is designed for teacher candidates who are aspiring to teach French as a Second Language at a future point in their careers. The course is designed to approach the learning of a second language through an integrated approach for the key skills of listening, speaking, reading, writing and appreciation of French culture. The focus will be on how students acquire second language proficiency in both Core French and French Immersion settings in the Ontario school system. A significant portion of class content will be in French.
    Credit hours: 3
    Lecture hours: 4
    Prerequisite(s): Working facility in the French language. A French language proficiency test may be required.
    Note(s): Restricted to P/J and I/S BEd students.
    Experiential learning: Yes
  

  • EDUC 3216U – Teaching English Language Learners

    This course aims to provide teacher candidates with the knowledge, skills and strategies required to improve their teaching of reading, writing, speaking and listening with English Language Learners. Socio-linguistic theories and approaches such as task-based learning and communicative language learning will form the foundations for classroom activities. This course will be of interest to teacher candidates wishing to teach domestically or abroad.
    Credit hours: 3
    Lecture hours: 4
  

  • EDUC 3299U – Special Topics in Education

    In this course, students will undertake in-depth explorations of selected topics in Education. Topics will vary from semester to semester based on faculty expertise, student needs and enrolment, relevant educational issues, and availability of visiting scholars.
    Credit hours: 3.0
    Lecture hours: 3.0
    Other hours: 1.0
    Experiential learning: Yes
  

  • EDUC 4700U – Models of Teaching

    This course provides students with an overview of approaches to learning and teaching in various educational contexts. It is designed to provide students with an opportunity to explore key theories and principles in learning. Students will be introduced to behavioural, cognitive and humanistic principles of learning. Students will explore issues such as qualities of good teachers, setting objectives, and teaching strategies all within numerous contexts.
    Credit hours: 3
    Lecture hours: 3
    Note(s): This course is available to all undergraduate students with the exception of those enrolled in the P/J or I/S Consecutive BEd program.
  

  • EDUC 4702U – Teaching and Learning: Evaluation and Assessment

    This course addresses theory, research and practice related to the evaluation and assessment of achievements related to learning objectives. Approaches to both summative and formative evaluation will be considered and there will be a particular focus on assessment in adult learning contexts. Traditional testing practices will be studied as a basis for an examination of authentic, performance, and portfolio assessment strategies.
    Credit hours: 3
    Lecture hours: 3
    Note(s): This course is available to all undergraduate students with the exception of those enrolled in the P/J or I/S Consecutive BEd program.
  

  • EDUC 4704U – Teaching and Learning: Curriculum Design

    This course will build on previous educational courses and introduce students to curriculum design. Students will work on an educational project in designing a curriculum based on a realistic learning situation in their profession.
    Credit hours: 3
    Lecture hours: 3
    Note(s): This course is available to all undergraduate students with the exception of those enrolled in the P/J or I/S Consecutive BEd program.
    Experiential learning: Yes

Educational Studies and Digital Technology
  

  • EDST 1000U – Foundations of Learning

    Educators need a strong framework of how students learn to make sound educational decisions about teaching (Ambrose et al, 2010) and when creating learning tools. This course aims to develop a rich understanding of learning for educators, starting with definitions of learning that consider formal, informal and inquiry learning. The course then explores research-based frameworks for understanding the nature of learning and how it happens, including  1) types of learning ,  2) how people learn 3) factors that influence learning including feedback, the learning environments and social interactions   4) learning with technology, and 5) online learning. Students will use these frameworks to analyze real and hypothetical learning situations including their own learning experiences.
    Credit hours: 3.0
    Lecture hours: 3.0
    Experiential learning: Yes
  

  • EDST 1100U – Problem and Inquiry Based Learning

    This course introduces an approach to teaching that focuses on the value of learning from real and meaningful activities. Students will learn to find and structure activities around the kind of ill-defined problems that face professionals in their work and they will learn to use these activities as the basis for promoting self-directed inquiry.
    Formerly: EDUC 4703U
    Credit hours: 3
    Lecture hours: 3
    Recommended: EDST 1000U  
    Note(s): This course is available to all undergraduate students with the exception of those enrolled in the P/J or I/S Consecutive BEd program.
    Experiential learning: Yes
  

  • EDST 1110U – Foundations of Adult Learning

    The purpose of this course is to introduce the social, psychological and philosophical foundations of adult learning and adult education. Students will examine the role that adult education plays in society, the ways in which adults’ learning differs from children’s learning and the approaches to teaching that best meet the needs of adult learners. Potential topics include, but are not limited to, characteristics of different types of adult learning, delivery systems for adult education (formal schooling, public and private colleges, employer training divisions, professional organizations, etc.), and teaching methodologies used in adult education.
    Formerly: AEDT 1110U
    Credit hours: 3
    Lecture hours: 3
    Experiential learning: Yes
  

  • EDST 1120U – Foundations of Digital Teaching and Learning Technologies

    The purpose of this course is to introduce the technologies that underlie digital teaching and learning. Students will examine the history of computing, the technological underpinnings of digital technologies (e.g., binary numbers, ASCII codes), programming concepts, early uses of computing in support of learning, and computer-assisted instruction. Potential topics include, but are not limited to, the impact of major technological developments on digital learning technologies (e.g., transistors and miniaturization, CRT displays, pointing devices, external memory devices, and high speed communications).
    Formerly: AEDT 1120U
    Credit hours: 3
    Lecture hours: 3
    Experiential learning: Yes
 

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