Fall 2018 Undergraduate Calendar


EDUCATION: PRE-SERVICE COURSES AND ORGANIZATIONAL TEACHING AND LEARNING COURSES


PRE-SERVICE COURSES
Pre-Service courses may extend over one, two or four terms.

80-199. Teaching and Learning Part I
The course provides students with directed experience in a community service organization such as a service club, a youth club or group, a national park or conservation area, or a science museum. The Faculty of Education Field Experience Office will arrange the Community Service Field Placements, where applicable. Workshops and seminars will prepare students for the Community Service Field Placements and introduce students to the Professional Year Applicant Portfolio as a means of documenting and reflecting on professional learning and practice in the teaching profession. (Open only to students in the French, English Language and Literature, History, Drama, Visual Art, General Science and Mathematics I/S Concurrent Education programs).

80-200. Religious Education in Roman Catholic Schools
This course is provided for those preparing themselves for the ministry of teaching in the Roman Catholic Schools of Ontario. This course is open to all Education students. This course offers prospective teachers the opportunity: 1) to reflect, in an adult context, upon the significance of their faith and faith growth for themselves and their students; 2) to gain a theological background for an introduction to Religious Education. (1.5 Credit Weight).

80-201. Foundations of Practice (Part I): Philosophical Orientation to Education
Theories of learning and the nature of learning will be explored so that teacher candidates begin an inquiry process toward their teaching philosophy. (1.5 Credit Weight)

80-202. Foundations of Practice (Part II): Classroom Practice
Theories from Part 1 will be linked to instructional aspects of teaching, discovering strategies that are related to teacher candidates’ perspective/philosophy of teaching. (1.5 Credit Weight)

80-203. Educational Psychology
Psychology applied to teaching: child growth and development, the learning process, mental health, learning and adjustment problems in the environment. (3.0 Credit Weight)

80-204. Differentiated Instruction for Students with Special Needs
This course provides an introduction to the field of special education in the Canadian context, focusing on background knowledge needed by teachers to address diverse learning needs in inclusive classrooms. This course provides an introduction to the field of special education in the Canadian context, focusing on background knowledge needed by teachers to address diverse learning needs in inclusive classrooms. It will examine the various methodologies used for differentiating instruction, accommodating and modifying instruction for IEP’s, tiered instruction, and using technology to assist learning. (3.0 Credit Weight)

80-205. Educational Foundations, Law and Ethics
This course focuses on provincial legislation and policies and explores the significance of professional learning and ethical conduct that involves understanding a range of educational philosophies and pedagogical approaches. (Open only to Concurrent Education students.) (3.0 Credit Weight)

80-206. Aboriginal Ways of Knowing: Cultural, Political and Linguistic Contexts
Emphasis will be on critical thinking around the politics of education, explore resources so educators can better support Aboriginal learners and increase awareness about First Nations, Métis and Inuit culture as well as the multicultural and inclusive classrooms. (1.5 Credit Weight)

80-207. Service Learning Specialization
Students select one of the following options according to their division PJ/JI/IS (3.0 Credit Weight):

1. Leadership Experience for Academic Direction (LEAD) (JI/IS)
In this course students will gain an understanding of youth in the 21st century who are identified as being in-risk. Social learning theories, theories of resilience and personal and social responsibility are integrated. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within the school community.

2. Urban Education (PJ)
In this course, teacher candidates will gain an understanding of expressions of power in society and SES factors that affect the teaching/learning process in our urban city schools in relation to issues of racism, ethnocentrism and poverty. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within the school community or community at-large.

3. English Language Learners (PJ/JI/IS)
An understanding of the English Language Learner and how to engage the learner in learning is critical in the success of the Ontario urban classroom. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within the school community or community at-large.

4. Global Learning: Cultural Engagement (PJ/JI/IS)
Global and Cultural Education International Experience allows for intercultural dialogue and engagement and provides a challenge to advocate for a global cross-cultural future in harmony and peace. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within the global community.

5. Beginning Time Aboriginal Teaching (PJ/JI)
In this course, teacher candidates participate in a series of learning experiences that will allow them to think through and learn from traditional teachings and learning modalities. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within the aboriginal community.

6. Early Childhood Education (PJ)
An introduction to Early Childhood Education provides the candidate with the opportunity for discovery of the nature of child development and learning through a specific early childhood education program preparing the candidate for full day kindergarten. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within the Early Childhood Education community within schools or Early Childcare Centres.

7. Ecology and Wellness (PJ/JI/IS)
A course designed to study environment issues, concepts and pedagogy to advocate for sustainability, environmental justice and stewardship as well as becoming environmentally literate. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within school communities.
    8. ‘Going the Extra Mile’ (MILE) Project (PJ)
    Teacher candidates will go the extra “MILE” to combine academic study with service learning. In this course teacher candidates service students and communities in low SES neighbourhoods in the area. In addition to the benefits of engagement and service for both teacher candidates and the local community that they serve, teacher candidates gain valuable skills and experiences while establishing rapport, gaining insights to understand the lived reality of children beyond the classroom, and to make connections between inquiry and practice. Teacher candidates will be responsible for a minimum of a 20-hour experiential service-learning project within the school community or the low SES community at-large.
      80-208. Assessment and Evaluation
      This course will examine ways to incorporate “assessment as”, “assessment for” and “assessment of” learning in all classes. Emphasis will be placed on incorporating frequent, continuous assessment techniques to foster an environment of intrinsic motivation for success. Strategies for tying feedback directly to curriculum expectations will also be explored. (1.5 Credit Weight)

      80-209. Critical Analysis of Social, Global & Cultural Issues in Education
      An introduction to critical reflection and analysis of educational issues. This course addresses the varieties of students who enter the classroom in terms of their diverse social origins, cultures, identities, and social status (lived and perceived). It engages participants in an examination of the purposes of education, education policy, and teachers’ responsibility to work productively with school colleagues and other adults to achieve equitable access, experiences, and outcomes for all students. (1.5 Credit Weight)

      80-210. Foundations of Practice (III) Law and Ethics – School Governance
      This course focuses on provincial legislation and policies and explores the significance of professional learning and ethical conduct that involves understanding a range of educational philosophies and pedagogical approaches. (Open only to Consecutive Education students.) (1.5 Credit Weight)

      80-215. Mathematics Foundations (P/J)
      This course is intended to give prospective teachers an in-depth preparation in the content, concepts, and principles of elementary mathematics education for students in Junior Kindergarten - Grade 6. Real-life problem solving approaches, usefulness, and power of mathematics in everyday life will be emphasized in the course. The use of manipulatives, investigations, discussions, and the application of modern technological tools in appropriate situations. (1.5 Credit Weight)

      80-221. Pedagogy of the Arts (J/I)
      This course situates the arts in Grades 4 to 8 classes and communities and examines how they contribute to the growth of knowledge, creativity, and critical thinking in our students and in society. This will include strategies to encourage best practices in teaching and supporting learning and attainment of skills and knowledge in aesthetic and artistic practices.The course emphasises differentiated instructional practices, diversity, curriculum planning and assessment. (1.5 Credit Weight)

      80-225. Mathematics Foundations (J/I)
      An introduction to the growth, development, and learning of children from Grades 4 to 8, with an emphasis on instructional practices and curriculum planning for teaching mathematics. (1.5 Credit Weight)

      80-231. Pedagogy of the Arts (I/S)
      This course situates the arts in Grades 7 to 8 classes and communities and examines how they contribute to the growth of knowledge, creativity, and critical thinking in our students and in society. This will include strategies to encourage best practices in teaching and supporting learning and attainment of skills and knowledge in aesthetic and artistic practices. The course emphasises differentiated instructional practices, diversity, curriculum planning and assessment. (1.5 Credit Weight)

      80-299. Community Service Education
      This course provides students with directed field experiences in a grade 9 or 10 classroom (mathematics or science) during each of the Fall and Winter semesters. The Faculty of Education Field Experience Office will arrange the Field Placements. Workshops and seminars will provide an orientation to schools, with a focus on school culture and school community, and assist students in developing their Professional Year Applicant Portfolio as a means of documenting and reflecting on professional learning and practice in the teaching profession. (Open only to third-year students in the French, Science and Mathematics Concurrent Education programs (Prerequisite: 80-199).

      80-311. Visual Arts Methodology
      An introduction to the growth, development, and learning of children from Junior Kindergarten to grade 6 with an emphasis on instructional practices and curriculum planning for teaching visual arts. (3.0 Credit Weight)

      80-312. Digital Technology and Social Media Applications (P/J)
      This course explores a range of digital technologies in educational settings. Focusing on teaching, learning and inquiry, students will evaluate digital educational resources, critically discuss and assess uses of new media in school-based contexts, gain hands-on experiences with various digital tools, and develop various multimedia instructional tools with the aim of building an intelligent and thoughtful disposition towards the use of learning technologies within their own classroom and school contexts. (3.0 Credit Weight)

      80-313. Health and Physical Education (P/J)
      This course explores a constructivist approach to teaching health and physical education to children from Junior Kindergarten to Grade 6 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (3.0 Credit Weight)

      80-314. Language Arts (P/J)
      An introduction to the theories of learning and linguistics of children from Junior Kindergarten to grade 6 with an emphasis on curriculum content, expectations, ways of learning and implications of EQAO standardized testing. (3.0 Credit Weight)

      80-315. Mathematics Methodology (P/J)
      This course is designed to introduce methods for teaching mathematics to elementary students from Junior Kindergarten - Grade 6. This course focuses on children’s thinking in mathematics and classroom practices that support and develop children’s thinking. Teacher candidates will develop frameworks for assessing children’s strategies for solving problems. They will explore the connection between arithmetical and algebraic thinking in the elementary grades. (3.0 Credit Weight)

      80-316. Music Methodology
      An introduction to the growth, development, and learning of children from Junior Kindergarten to grade 6 with an emphasis on instructional practices and curriculum planning for teaching music. (3.0 Credit Weight)

      80-317. Science (P/J)
      This course explores an inquiry-based approach to teaching science to children from Junior Kindergarten to Grade 6 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (3.0 Credit Weight)

      80-318. Social Studies (P/J)
      This course explores a constructivist approach to teaching social studies to children from Junior Kindergarten to Grade 6 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (3.0 Credit Weight)

      80-319. Issues in Education
      An introduction to critical reflection and analysis of social, cultural and political issues in education.

      80-321. Visual Arts Methodology
      An introduction to the growth, development, and learning of children from grades 4 to 8, with an emphasis on instructional practices and curriculum planning for teaching visual art. (3.0 Credit Weight)

      80-322. Digital Technology and Social Media Applications (J/I)
      This course explores a range of digital technologies in educational settings. Focusing on teaching, learning and inquiry, students will evaluate digital educational resources, critically discuss and assess uses of new media in school-based contexts, gain hands-on experiences with various digital tools, and develop various multimedia instructional tools with the aim of building an intelligent and thoughtful disposition towards the use of learning technologies within their own classroom and school contexts. (3.0 Credit Weight)

      80-323. Health and Physical Education (J/I)
      This course explores a constructivist approach to teaching health and physical education to children from Grades 4 to 8 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (1.5 Credit Weight)

      80-324. Language Arts (J/I)
      An introduction to the growth, development, and learning of children from grades 4 to 8, with an emphasis on instructional practices and curriculum planning for teaching language arts. (1.5 Credit Weight)

      80-325. Mathematics Methodology (J/I)
      An introduction to the growth, development, and learning of children from Grades 4 to 8, with an emphasis on instructional practices and curriculum planning for teaching mathematics. (1.5 Credit Weight)

      80-326. Music Methodology
      An introduction to the growth, development, and learning of children from grades 4 to 8, with an emphasis on instructional practices and curriculum planning for teaching music. (1.5 Credit Weight)

      80-327. Science (J/I)
      This course explores an inquiry-based approach to teaching science to children from Grades 4 to 8 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (3.0 Credit Weight)

      80-328. Social Studies (J/I)
      This course explores a constructivist approach to teaching social studies to children from Grades 4 to 8 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (1.5 Credit Weight)

      80-331. Visual Arts Methodology
      An introduction to the development and learning of students in grades 7 to 8 with an emphasis on instructional practices and curriculum planning for teaching visual art. (1.5 Credit Weight)

      80-332. Digital Technology and Social Media Applications (I/S)
      This course explores a range of digital technologies in educational settings. Focusing on teaching, learning and inquiry, students will evaluate digital educational resources, critically discuss and assess uses of new media in school-based contexts, gain hands-on experiences with various digital tools, and develop various multimedia instructional tools with the aim of building an intelligent and thoughtful disposition towards the use of learning technologies within their own classroom and school contexts. (3.0 Credit Weight)

      80-333. Health and Physical Education (I/S)
      This course explores a constructivist approach to teaching health and physical education to children Grades 7 to 8 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (1.5 Credit Weight)

      80-334. Language Across the Curriculum (I/S)
      An exploration of the development and learning of students in Grades 7 to 8 with an emphasis on instructional practices and curriculum planning for teaching language arts across the curriculum. (1.5 Credit Weight)

      80-335. Mathematics (I/S)
      An introduction to the growth, development, and learning of children Grades 7 to 8, with an emphasis on instructional practices and curriculum planning for teaching mathematics. (1.5 Credit Weight)

      80-336. Music Methodology
      An introduction to the development and learning of students in grades 7 to 8 with an emphasis on instructional practices and curriculum planning for teaching music. (1.5 Credit Weight)

      80-337. Science (I/S)
      This course explores an inquiry-based approach to teaching science to children Grades 7 to 8 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (1.5 Credit Weight)

      80-338. Social Science (I/S)
      This course explores a constructivist approach to teaching social studies to children Grades 7 to 8 with an emphasis on differentiated instructional practices, diversity, curriculum planning and assessment. (1.5 Credit Weight)

      80-339. Career and Guidance Education (I/S)
      An exploration of the development and learning of students in grades 7 to 8 with an emphasis on career and guidance education. ((1.5 Credit Weight)

      80-352 to 80-380. Junior - Intermediate, Intermediate - Senior Methods
      These courses provide a more detailed study and application of the aims and teaching procedures of specific subjects in the Junior-Intermediate and Intermediate-Senior concentrations. Intermediate-Senior candidates must select two courses from the Table of Options. Junior-Intermediate candidates must select one.

      80-386. Curriculum Development for Technological Studies Part I
      An introduction to the theory and practice of curriculum development for Broad-Based Technology programs in secondary schools. The course uses a constructivist approach to promote integrated learning and broad-based technology approaches through activities that lead to the development of unit plans, a course of study, a project outline, a student learning module and a course portfolio. Thematic and project-based strategies are used to address the learning expectations outlined in curriculum guidelines and policy documents and provide a variety of student learning styles, teaching approaches, and assessment and evaluation strategies. Shop safety and workplace safety are themes infused throughout the course.

      80-387. Curriculum Development for Technological Studies Part II
      An introduction to the theory and practice of curriculum development for Broad-Based Technology programs in secondary schools. The course uses a constructivist approach to promote integrated learning and broad-based technology approaches through activities that lead to the development of unit plans, a course of study, a project outline, a student learning module and a course portfolio. Thematic and project-based strategies are used to address the learning expectations outlined in curriculum guidelines and policy documents and provide a variety of student learning styles, teaching approaches, and assessment and evaluation strategies. Shop safety and workplace safety are themes infused throughout the course. (Prerequisite: 80-386.)

      80-388. Principles and Methods of Teaching Technological Studies Part I
      This course is an introduction to the methodology and processes of facilitating learning in the Broad-Based Technological Education classroom. The course will provide opportunities to apply pre-instructional planning, instruction and classroom management skills, ongoing and post-instructional assessment and evaluation strategies. Emphasis is on course activities that will focus on teaching and learning theories, the dynamics of team and group learning, and the development of written and oral communication skills. Course activities include lesson planning, team practice teaching, report writing, seminar presentations, and the development of video and print student learning modules.

      80-389. Principles and Methods of Teaching Technological Studies Part II
      This course is an introduction to the methodology and processes of facilitating learning in the Broad-Based Technological Education classroom. The course will provide opportunities to apply pre-instructional planning, instruction and classroom management skills, ongoing and post-instructional assessment and evaluation strategies. Emphasis is on course activities that will focus on teaching and learning theories, the dynamics of team and group learning, and the development of written and oral communication skills. Course activities include lesson planning, team practice teaching, report writing, seminar presentations, and the development of video and print student learning modules. (Prerequisite: 80-388.)

      80-399. Teaching and Learning Part II
      This course provides students with directed field experiences in a grade 11 or 12 classroom (mathematics or science) during the Fall semester. The Faculty of Education Field Experience Office will arrange the Field Placements. Workshops and seminars will provide an orientation to the senior division, with a focus on school culture and school community, and assist students in completing their Professional Year Applicant Portfolio. (Open only to fourth-year students in the French, Science and Mathematics Concurrent Education programs.) (Pre-requisites: 80-199 and 80-299).

      80-411. Drama Methodology (P/J)
      This course situates Drama as one of the arts in Junior Kindergarten to Grade 6 classes and communities and examines how it contributes to the growth of knowledge, creativity, and critical thinking in our students and in society. This will include strategies to encourage best practices in teaching and supporting learning and attainment of skills and knowledge in aesthetic and artistic practices. The course emphasises differentiated instructional practices, diversity, curriculum planning and assessment.

      80-412. Dance Methodology (P/J)
      This course situates Dance as one of the arts in Junior Kindergarten to Grade 6 classes and communities and examines how it contributes to the growth of knowledge, creativity, and critical thinking in our students and in society. This will include strategies to encourage best practices in teaching and supporting learning and attainment of skills and knowledge in aesthetic and artistic practices. The course emphasises differentiated instructional practices, diversity, curriculum planning and assessment.

      80-414. Language and Media Literacy (P/J)
      Emphasis will be placed on instructional practices and curriculum planning for teaching language arts through differentiated and tiered instruction. The use of media in language arts will be explored through a critical lens. (1.5 Credit Weight)

      80-421. Drama Methodology (J/I) This course situates Drama as one of the arts in Grades 4 to 8 classes and communities and examines how it contributes to the growth of knowledge, creativity, and critical thinking in our students and in society. This will include strategies to encourage best practices in teaching and supporting learning and attainment of skills and knowledge in aesthetic and artistic practices. The course emphasises differentiated instructional practices, diversity, curriculum planning and assessment.

      80-422. Dance Methodology (J/I)
      his course situates Dance as one of the arts in Grades 4 to 8 classes and communities and examines how it contributes to the growth of knowledge, creativity, and critical thinking in our students and in society. This will include strategies to encourage best practices in teaching and supporting learning and attainment of skills and knowledge in aesthetic and artistic practices. The course emphasises differentiated instructional practices, diversity, curriculum planning and assessment

      80-424. Language and Media Literacy (J/I)
      An introduction to the growth, development, and learning of children from Grades 4 to 8, with an emphasis on instructional practices and curriculum planning for teaching language arts. (1.5 Credit Weight)

      80-431. Drama Methodology (I/S)
      This course situates Drama as one of the arts in Grades 7 to 8 classes and communities and examines how it contributes to the growth of knowledge, creativity, and critical thinking in our students and in society. This will include strategies to encourage best practices in teaching and supporting learning and attainment of skills and knowledge in aesthetic and artistic practices. The course emphasises differentiated instructional practices, diversity, curriculum planning and assessment.

      80-491, 492, 493, and 494. Practice Teaching
      Directed observation and practice teaching is provided through a series of field experiences. Primary-Junior candidates will normally be placed in Grades K to Six inclusive; Junior-Intermediate candidates will normally be placed in Grades Four to Ten inclusive; Intermediate-Senior candidates will be placed in Grades Seven to Twelve inclusive.

      80-497. Internship
      The Internship consists of 100 hours of skills upgrading along with a number of assignments related to the selected discipline. It allows candidates to deepen and broaden their skills and knowledge in their selected area of technological education. A technology skills profile will be used to track the range and level of skills of each candidate. The Program Coordinator for the Technological Education program will work with Board-based Technological Program Consultants across the province to select teacher advisors who will support teacher candidates during their Internship period. The Technological Program Consultants will be responsible for evaluating teacher candidates during their Internship.

      80-498. Practicum
      The practicum consists of two main components: orientation to schools, with a focus on school culture and school community; and classroom practice related to the candidate's specific discipline. Teacher candidates are assigned, during Fall and Winter practicum sessions, to schools or other settings approved by the Ontario College of Teachers, for a minimum of sixty days of combined observation and practice related to these components. As well, candidates will do 100 hours of pedagogical workshops, courses or seminars, offered by the Board. The Technological Program Consultant will sign off on this training. Candidates would be required to visit schools that offer their discipline. The Technological Program Coordinator will set up the school visits and the Board will pay for teacher coverage during their absence from regular teaching. (Open only to student in the BEd/Diploma in Technological Education program.)

      80-499. Practicum
      The practicum consists of two main components: orientation to schools, with a focus on school culture and school community; and classroom practice related to the candidates’ specific discipline. Teacher candidates are assigned, during Fall and Winter practicum sessions, to schools or other settings approved by the Ontario College of Teachers, for a minimum of 80 days of combined observation and practice related to these components. (16 Credit Weight)


      ORGANIZATIONAL LEARNING AND TEACHING COURSES
      NOTE: The Organizational Learning and Teaching courses that lead to the Minor in Organizational Learning and Teaching can not be counted towards a Bachelor of Education.

      80-400. Diversity and Inclusion in the Learning Organization
      This course will examine the evolution of the concepts of diversity and inclusion in social organizations, key management practices for improving performance, and current diversity and inclusion challenges in organizations. Diversity and inclusion are important aspects of learning organizations for the purpose of developing strategic options for improvement in many different ways. (Prerequisite: Semester 3 or above standing)

      80-405. Instructional Technologies
      This course has been designed to provide students with an introduction to theoretical and practical issues pertaining to the use of informational and instructional technologies in learning organizations. Students will examine and critique the context of the field of instructional technologies and learn to apply current instructional technologies and media to instructional design and practice and the enhancement of learning opportunities. Basic concepts in educational technology, major developments, the present status of informational and instructional technologies, key principles of educational technology as an approach and tool for teaching and learning, and the development of appropriate educational technologies in terms of a learning organization’s goals will also be examined. Technological literacy will be emphasized throughout while exploring computer applications, the utilization of converging digital technologies, and the use of the internet and web resources.(Prerequisite: Semester 3 or above standing)

      80-410. Learning-Centred Teaching: Planning, Delivery, Assessment, and Evaluation
      Students will learn about principles and theories of learning-centred practices. Specifically, students will critically examine and synthesize the findings of current research and scholarly texts on teaching and learning to develop a critical personal understanding of learning-centred practices that are applicable to a wide range of diverse workplace contexts. Through assigned readings and texts, students will acquire, integrate, and apply knowledge pertaining to planning, instructional delivery, and the assessment and evaluation of learning. Self-, peer-, and teacher-evaluated assignments will provide students with opportunities to integrate research and practice and to facilitate the development of particular skills, notably, interpersonal communication skills, planning, facilitation and organization of learning, critical thinking, inquiry learning, and reflection. (Prerequisite: Semester 3 or above standing)

      80-415. Learning Organizations: Management and Leadership
      Students will learn about current management theories and practices in contemporary learning organizations where learning is a primary or significant characteristic or quality of the organization. Specifically, from a leadership perspective, this course will examine the nature of leading and managing in learning organizations, the role of learning, and the complex legal, ethical, and social issues that give shape to the organization and its leaders. Through the use of a variety of resources and approaches, students will explore and question theories, models, tools, and best practices for managing and leading in learning organizations, prompting and providing critical perspectives and practical tools that may be applied in different contexts.(Prerequisite: Semester 3 or above standing)

      80-420. Theories of Individual and Collective Learning
      Students will examine current theories pertaining to learning and learners in diverse organizational contexts. Particular themes will be examined, including the nature of learning, patterns of growth and development, the dynamics and complexities of learning in diverse educational contexts, and current educational realities in society. Specifically, students will examine a number of important issues, such as: learning and cognitive processes; personal, social and moral development; individual and group differences; social-cognitive views (e.g., racial discrimination, bullying, harassment, abuse, gender bias, xenophobia, homophobia, stereotyping); motivation and cognition relevant to individual and collective learning; knowledge construction and higher-order thinking. In this course, students will develop a critical awareness of learning theories and related issues and will critique, analyze, and reflect on the underlying assumptions associated with matters and the implications for individual and collective learning in learning organizations.(Prerequisite: Semester 3 or above standing)

      80-480. Experiential Learning Field Placement
      This course has been designed to provide students with an experiential learning opportunity with which to connect theoretical and practical issues in a field-based learning environment. Under the guidance of the course instructor and the partners in the field, students will engage in a collaborative process leading to the production of a final paper on an issue or topic of inquiry of relevance to the partners in the field. This course will present students with authentic assessment tasks that situate their on-going inquiries in a context that enables them to apply and further critique what has been previously learned. Students will engage in matters pertaining to learning and learners applicable to research, needs assessment, program review, and policy development, as appropriate. The final project will be grounded in the field experience, and will show evidence of knowledge, skills of inquiry, reflection and problem-solving acquired through the other courses. This course will be taken following completion of the other course-work in the minor option. (Prerequisites: 80-400, 80-405, 80-410, 80-415, 80-420)