Education Studies

Education Studies Programs | Education Studies Courses

Faculty and Staff List

Professors
E. Coulson, B.A.(Hons), M.Ed., M.Sc.(Ed), OCT, Ph.D.
J. Shin, B.A., M.A., M.Sc., Ph.D.

Chair, Department of Language Studies
Professor Arsalan Kahnemuyipour
Maanjiwe nendamowinan, 4th floor (Room 4122)

Program Co-ordinator
Professor Elizabeth Coulson
Maanjiwe nendamowinan, 4th floor (Room TBA)
905-330-3734
eds.pc.utm@utoronto.ca

Academic Advisor & Undergraduate Program Administrator
Rosa Ciantar
Maanjiwe nendamowinan, Room 4184
905-302-5337
undergrad.langst@utoronto.ca

Undergraduate Program Assistant
Jester Manansala
Maanjiwe nendamowinan, Room 4186
905-569-4321
info.langst@utoronto.ca

 

The Education Studies minor is for students interested in a variety of careers that involve educating and training others. Students will develop an understanding of the format and the rationale for particular instructional strategies, teaching methodologies, andragogy and pedagogy.

The minor will help students advance skills in teaching, corporate training, e-learning, second language instruction and other related areas. Students will immerse themselves in courses related to equity and diversity; communication and conflict resolution; child, adolescent, indigenous education, and adult development; learning design, and education within a global context.

Students will hone their leadership skills as they participate in field placements, community engagement activities, experiential learning, and apply training opportunities through real-world case studies. They will come to understand the importance of inclusivity/diversity both within an instructional framework and the community. Complementing these foundational courses are education-related and interdisciplinary course offerings.

Experiential learning is embedded within the program's courses and enables students to implement reflective practice based upon inquiry-based research, data gathering and assessment. Over 150 hours of experiential learning is embedded within program courses. Those interested in pursuing a career in teaching may wish to apply to a consecutive initial teaching program, a Human Resources (HR) certification program, an ESL and or Adult Ed program or a Master's program in education upon completion of their undergraduate degree. Completion of the Education Studies minor does not qualify a graduate for teaching certification through the Ontario College of Teachers. Students applying to the Education Studies minor must have a minimum CGPA of 2.30. There are numerous experiential learning opportunities and admission will be limited.

For more information regarding program requirements and admission, please contact the Education Studies Program Coordinator.

It is strongly recommended that students interested in pursuing teacher training speak with the Education Studies Program Coordinator before applying to the Education Studies minor. Such students should be aware of requirements related to teaching subjects. Further information regarding teaching subjects and specific requirements can be found through an accredited Faculty of Education.

Students should also review the Degree Requirements section prior to selecting courses.

Education Studies Programs

Education Studies - Minor (Arts)

Education Studies - Minor (Arts)

Enrolment Requirements:

Limited Enrolment — Enrolment into the Education Studies Minor is limited. To be considered for enrolment, students are required to have completed 4.0 credits with a minimum cumulative grade point average (CGPA) of at least 2.30. Meeting the minimum requirements does not guarantee enrolment into the program.

Completion Requirements:

4.0 credits are required.

First Year: 0.5 credit from EDS100H5 or EDS101H5 (Note these courses are open to all students. Highly recommended but not required for those applying to the EDS minor.)

Second Year: EDS200H5, EDS210H5 and EDS220H5

Third and Fourth Years:

  1. EDS300H5 and EDS310H5
  2. 0.5 or 1.0 credits in experiential learning (for example, EDS325H5, EDS377H5, EDS388H5) or internship courses in other subject areas as approved by the Education Studies Program Coordinator.
  3. 0.5 or 1.0 remaining credits from the following: CSC389H5, EDS250H5, EDS275H5, EDS285H5, EDS291H5, EDS345H5; EDS399H5; FAS453H5, FAS455H5; FRE227H5, FRE325H5, FRE352H5, FRE355H5, FRE382H5, FRE383H5, FRE453H5; JLP388H5; LIN456H5, LIN487H5; LTL227H5, LTL380H5, LTL456H5, LTL486H5, LTL487H5, LTL488H5; MAT382H5, MAT392H5; PHL272H5; PSY310H5, PSY311H5, PSY312H5, PSY313H5, PSY315H5, PSY341H5, PSY345H5, PSY410H5; SOC224H5, SOC480Y5; or additional appropriate courses as approved by the Education Studies Program Coordinator.

Note: Students must check prerequisites and exclusions for the courses listed above to ensure they meet the requirements for entry.


ERMIN0605

Education Studies Courses

EDS100H5 • Introduction to Education Studies

This course explores broad social and cultural issues in education. It will address questions about how we advance knowledge, who controls how and what we learn and what role education has in how societies are shaped, changed and reproduced. Students will evaluate the influence education can have on who we are, how we wish to live and what we aspire to as citizens in a global and digital community. This investigation will also consider how language, race, gender, class and culture intersect with teaching and learning.


Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS101H5 • Health and Education

This course serves as an introduction to theory and research in the related fields of health and education.  Students will learn to identify, address, and manage health-related risk in school environments by deepening their knowledge of holistic and brain-based theory. The course will explore health and wellness as a fundamental human right by addressing proactive approaches through the Determinants of Health and Developmental Assets Framework. Active research will include investigation of school-based policies and practices (e.g, the critique of a new fitness technology, examination of a school food and nutrition program, assessment of a school health campaign). 

Note:
As this is an introductory course to the topic, students are encouraged to take this course in their first or second year as preparation for EDS220H5 Equity and Diversity Studies and EDS388H5 – Internship in the Community. 


Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS200H5 • Learning Through the Lifespan

This course focuses on the physical skills, cognitive abilities, and socioemotional experiences that shape an individual’s capacity to learn throughout the lifespan (i.e., infancy to late adulthood). It will address how learning is a lifelong process and how we are continually educating ourselves in different ways by incorporating strategies that best suit our lifespan stage. Critical research and theorists will be discussed to enhance the topics presented. Students are required to complete an 8-hour field experience, and obtain a valid vulnerable sector police check in advance of placement.

Exclusions: CTE100H5

Distribution Requirement: Humanities
Total Instructional Hours: 36L
Mode of Delivery: In Class

EDS210H5 • Communication and Conflict Resolution

This course focuses on principles and practices of conflict management and resolution, emphasizing interpersonal communication, including cross-cultural perspectives and communicating across different identities and worldviews, with emphasis on the relevance of these skills, principles and processes to teaching and learning.

Exclusions: CTE250H5

Distribution Requirement: Humanities
Total Instructional Hours: 36L
Mode of Delivery: In Class

EDS220H5 • Equity and Diversity in Education

This course focuses on raising awareness and sensitivity to equity and diversity issues facing teachers and students in diverse schools and cultural communities. It includes a field experience which entails observation of, and participation in, equity and diversity efforts in a community organization.

Exclusions: CTE200H5

Distribution Requirement: Humanities
Total Instructional Hours: 36L
Mode of Delivery: In Class

EDS250H5 • Indigenous Education

This course is open to all students from any discipline. Designed to increase opportunities to learn about education through a First Nation, Métis and Inuit perspective, the course will increase knowledge and awareness about pedagogies, learning approaches and educational experiences related to indigenous people living in Canada. In line with indigenous ways of knowing, this course will be structured with learning that involves reflecting on personal actions by looking at ways that indigenous models of education support social and community well-being.


Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS275H5 • Mass Media and Debunking the Myths of Education

This course explores prevailing myths about education. It invites students to critically examine consensus and controversy in the media while unpacking some of the research underpinning commonly held beliefs about curriculum, students, teachers, and education systems. The ability to interpret and assess the merits of news, fake news, research, and social media content is an increasingly important skill in a data rich world. This course will have a strong emphasis on critical reading, analysis and evaluation.


Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS285H5 • The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence

This course will explore research on emerging digital models, learning pods, platforms, apps and policies that seek to further customize, enhance and bring greater equity to education through technology. From the initiation of open courseware, to the inception of virtual reality, artificial intelligence, ALC classrooms, makerspaces and the “shared economy”, this course will foster a culture of digital innovation to investigate, accelerate, test and study new possibilities and advancements in the field of educational technology.


Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS291H5 • Black Education

This course investigates first-hand experiences and contributions of black students and teachers in the Canadian education system. Historical, systemic barriers to access will be studied along with current policy, practice and teaching pedagogies that aim to produce systems of education without oppression. By looking specifically at research focused on black schooling in Ontario, students will engage in policy analysis and assess current Afrocentric schooling models to assess effectiveness in eliminating educational inequality. Drawing on principles of equity and diversity, Afrofuturist scholarship will be emphasized and provide the framework that seeks to understand and investigate the past to better inform education’s future.


Recommended Preparation: EDS220H5

Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS300H5 • Learning Design

This course provides an opportunity to study and practice the fundamental skills involved in designing learning opportunities, in schools and a variety of other settings. The skills required to organize and deliver engaging educational experiences, i.e., lesson and unit planning, will be practiced through a range of pedagogical and practical applications. A case studies approach will be taken, incorporating a field experience where students will apply their learning.

Exclusions: EDU310H5
Recommended Preparation: EDS200H5 (minimum 70%) and EDS210H5 (minimum 70%) and EDS220H5 (minimum 70%)

Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS310H5 • Education in a Global Context

This course invites students to explore, analyze and compare educational themes and topics within a global context. Using leading frameworks of transformative change, students develop knowledge, apply critical thinking, practice cultural proficiency and empathy as they conduct a comparative analysis of teaching and learning models in both an international and local setting.

Exclusions: EDU320H5
Recommended Preparation: EDS300H5

Distribution Requirement: Humanities
Total Instructional Hours: 24L
Mode of Delivery: In Class

EDS325H5 • Supplemental Instruction in Higher Education: Peer-Facilitated Study Groups

Looking for an opportunity to become a facilitator of small group learning in a subject discipline in which you have expertise? This course will introduce students to the theory and practice of Supplemental Instruction (SI) in higher education. Particular focus will be on the history and evolution of SI and the rationale for its use in different university contexts. EDS325H5 course participants will complete a mandatory internship that involves developing and delivering 8-10 peer led study sessions through the Facilitated Study Group (FSG) Program run by the Robert Gillespie Academic Skills Centre. Class work will embed relevant pedagogical tools, resources and research to support the development, delivery and success of FSG sessions. Current research investigating the impact of Supplemental Instruction on student success will also be explored. This is a closed course open only to those students who have successfully secured an FSG leader position with the Robert Gillespie Academic Skills Centre.

Exclusions: Previous Peer Facilitated Study Group experience in courses like FRE491H5 or FRE492H5 or LIN495Y5
Recommended Preparation: Open to all students, but the completion of EDS100H5 or other EDS courses or experience that has directly supported an understanding of teaching and learning are recommended but not required.

Course Experience: Partnership-Based Experience
Distribution Requirement: Humanities
Total Instructional Hours: 24L/12S
Mode of Delivery: In Class

EDS345H5 • Design Thinking Incubator: From Problem to Prototype

This course is open to all students on campus and provides an intellectual toolset for finding innovative solutions to complex problems. Students will learn to apply education theory to design thinking models in order to identify and solve real-world challenges facing their chosen discipline, whether in business, education, healthcare, etc. An iterative approach for testing, refining, and improving their idea will be used to create a working prototype of their proposed solution. This will demonstrate the idea's sustainability, scalability and viability, while taking into account ethical and legal implications.


Course Experience: University-Based Experience
Distribution Requirement: Humanities
Total Instructional Hours: 36L
Mode of Delivery: In Class, Online (Summer only)

EDS377H5 • Why the First Year of University Matters: The Impact of Peer Mentoring

This course explores contemporary issues in higher education with a focus on experiences, issues and challenges commonly encountered by undergraduate students during their first year of university. Interdisciplinary in its focus, topics of exploration include an examination of adult and student development theories, models of student engagement and an investigation into mindset, levels of persistence, habits of mind and personality characteristics that impact student success. An internship component is required. Students taking the course will assume a peer-mentoring role to apply and contextualize theories and skills learned in the course. This is a closed course open only to those students who have successfully secured a peer-mentoring position with the First Year Peer Mentoring program


Course Experience: Partnership-Based Experience
Distribution Requirement: Humanities, Social Science
Total Instructional Hours: 24L/12S
Mode of Delivery: In Class

EDS388H5 • Experiential Learning Opportunity within the Community

This internship is a minimum 100-hour experiential learning opportunity. The internship connects the student's subject specialization to aspects of the teaching/training development profession. It will integrate, extend, and deepen the learning experience as students begin to identify particular academic or professional insights. Prior to enrollment, internship proposals must be approved by the program coordinator. As part of this course, students may have the option of participating in an international learning experience that will have an additional cost and application process.

Exclusions: CTE388H5 or CTE388Y5
Recommended Preparation: EDS200H5 and EDS210H5 and EDS220H5 and EDS300H5 (may be taken as a co-requisite).

Course Experience: Partnership-Based Experience
International Component: International - Optional
Distribution Requirement: Humanities
Mode of Delivery: In Class

EDS399H5 • Research Opportunity Program

This ROP provides the opportunity for students to join a research team and assist on projects currently underway in Education Studies. The work will include preparing an impact study, conducting interviews and using a data-informed approach to investigate the impact of a range of programs and educational interventions. The work will involve conducting pre and post surveys, leading qualitative observational data collection, and producing an analysis. Project descriptions for participating faculty members for the following summer and fall/winter sessions are posted on the ROP website in mid-February and students are invited to apply at that time. See Experiential and International Opportunities for more details.


Course Experience: University-Based Experience
Distribution Requirement: Humanities
Mode of Delivery: In Class

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