University of Toronto’s 2020-2021 Community Engaged Learning (CEL) Sustainability Inventory
The CEL Sustainability Course Inventory gathers information about all sustainability-related undergraduate courses at the University of Toronto with a community engaged learning component (public, civil or private sector). This CEL inventory builds off of U of T’s Sustainability Course Inventory, an inventory that contains all sustainability related courses based on the United Nations’ Sustainable Development Goals (SDGs) (https://sustainabledevelopment.un.org/?menu=1300). The 2020 CEL course inventory includes 94 sustainability-oriented CEL courses. The purpose of the CEL sustainability course inventory is to increase the visibility of sustainability courses that foster community engagement and partnerships. In the 2020-21 Sustainability Undergraduate Course Inventory, the following ten CEL keywords were used to filter for potential CEL courses: *placement, *community, *experiential, *internship, *partner, *client, *service, *capstone, *office, *professional. (Note: *Capstone is a new keyword for 2020-21). The search results were then manually reviewed for quality assurance by CECCS. Any output deemed irrelevant to CEL based on the course description has been removed. The CEL Sustainability Inventory includes course codes, course titles, credits, campus, departments, terms, divisions, associated keywords, and a link to the course description. If you are an instructor at the University of Toronto and think that a CEL course should be included in or removed from this inventory, please contact ayako.ariga@utoronto.ca.
| Code | Course Name | Course Description | Campus | Term | Division | Department | Credit | SDG Keywords | CEL Keywords | Max. Enrolment |
|---|---|---|---|---|---|---|---|---|---|---|
| ACMD02H3 | ACMEE Applied Practice III | An advanced study of the arts, culture and/or media sector through reflective practice. Students will further synthesize their classroom and work place / learning laboratory experiences, and play a mentorship role for students in earlier stages of the experiential education process. | Scarborough | Fall | University of Toronto Scarborough | Dept. of Arts, Culture & Media (UTSC) | 0.5 | educat | Experiential | 20 |
| ACMD02H3 | ACMEE Applied Practice III | An advanced study of the arts, culture and/or media sector through reflective practice. Students will further synthesize their classroom and work place / learning laboratory experiences, and play a mentorship role for students in earlier stages of the experiential education process. | Scarborough | Winter | University of Toronto Scarborough | Dept. of Arts, Culture & Media (UTSC) | 0.5 | educat | Experiential | 20 |
| CCT404H5 | Integrative Design Project | This project-based course aims to demonstrate how collaboration is a critical capability often overlooked. During the course students will integrate their learning and experience and first hand see how, in combination with collaboration it can lead to creatively solving problems in areas as varied as business, health care delivery, urban planning and development. In addition to lectures, students will have the benefit of a series of guest lecturers. A large, group based project will serve to integrate learning and allow students the benefit of experiential learning. [36L] | Mississauga | Fall | University of Toronto Mississauga | Institute of Communication and Culture | 0.5 | health; URBAN | Experiential | 60 |
| CCT404H5 | Integrative Design Project | This project-based course aims to demonstrate how collaboration is a critical capability often overlooked. During the course students will integrate their learning and experience and first hand see how, in combination with collaboration it can lead to creatively solving problems in areas as varied as business, health care delivery, urban planning and development. In addition to lectures, students will have the benefit of a series of guest lecturers. A large, group based project will serve to integrate learning and allow students the benefit of experiential learning. [36L] | Mississauga | Winter | University of Toronto Mississauga | Institute of Communication and Culture | 0.5 | health; URBAN | Experiential | 120 |
| CITD12H3 | Planning and Building Public Spaces in Toronto | This course is designed to develop career-related skills such as policy-oriented research analysis, report writing, and presentation and networking skills through experiential learning approaches. The policy focus each year will be on a major current Toronto planning policy issue, from ‘Complete Streets’ to improvements to parks and public space infrastructure, to public transit-related investments. Students work closely in the course with planners and policymakers from the City of Toronto, policy advocates, and community organizers. | Scarborough | Winter | University of Toronto Scarborough | Human Geography (UTSC) | 0.5 | INFRASTRUCTURE | Experiential | 25 |
| WDW199H1 | Indigenous Knowledge and Storytelling in Toronto | The land now known as Toronto has a 13,000+ year old history of Indigenous presence that is still unfolding. This history is inscribed in the land ? it is visible in the geographical features, place names, and contemporary urban form of the city and is represented through stories (oral and written) told by diverse members of Toronto?s Indigenous community. This course engages with stories of Indigenous history and presence in Toronto through a selection of Indigenous literary works about Toronto, Indigenous guest speakers, and a series of experiential Indigenous storytelling tours of significant locations across the city. Students will be introduced to Indigenous worldviews and ways of knowing and will learn why storytelling remains a significant and culturally-appropriate means for keeping and sharing land-based Indigenous Knowledge. Students will gain a deeper appreciation of the city as a traditional Indigenous territory and will reflect on their own relationships and responsibilities within these lands. Restricted to first-year students. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | Woodsworth College | 0.5 | URBAN | Experiential | 13 |
| ANT491H1 | Internship in Anthropology | This course is an opportunity to apply acquired knowledge in anthropology or archeology in a work placement environment. Opportunities may include local community organizations, international development organizations, museum or heritage projects, or media production projects. Only internships that require knowledge and skills in anthropology and/or archeology will be considered. Student must fulfill responsibilities of the internship as well as complete a final research paper. If qualified, the student?s internship supervisor will mark the final paper for the course; if not, an appropriate academic supervisor will be assigned from within the Dept. of Anthropology. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | Anthropology | 0.5 | PRODUCTION | Internship | n/a |
| ANT491H1 | Internship in Anthropology | This course is an opportunity to apply acquired knowledge in anthropology or archeology in a work placement environment. Opportunities may include local community organizations, international development organizations, museum or heritage projects, or media production projects. Only internships that require knowledge and skills in anthropology and/or archeology will be considered. Student must fulfill responsibilities of the internship as well as complete a final research paper. If qualified, the student?s internship supervisor will mark the final paper for the course; if not, an appropriate academic supervisor will be assigned from within the Dept. of Anthropology. Not eligible for CR/NCR option. | St. George | Winter | Faculty of Arts and Science | Anthropology | 0.5 | PRODUCTION | Internship | n/a |
| ANT491Y1 | Internship in Anthropology | This course is an opportunity to apply acquired knowledge in anthropology or archeology in a work placement environment. Opportunities may include local community organizations, international development organizations, museum or heritage projects, or media production projects. Only internships that require knowledge and skills in anthropology and/or archeology will be considered. Student must fulfill responsibilities of the internship as well as complete a final research paper. If qualified, the student?s internship supervisor will mark the final paper for the course; if not, an appropriate academic supervisor will be assigned from within the Dept. of Anthropology. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | Anthropology | 1 | PRODUCTION | Internship | n/a |
| JEG400Y5 | Geography / Environment Science Internship | Through a part-time, unpaid work placement, students apply the natural science based environmental science/physical geography expertise gained through previous course work. Placements are made at local conservation authorities, municipalities, environmental consulting companies, corporations, provincial or federal agencies, and other organizations. Students must submit an application online. Instructions for the application can be found on the Geography Department home page: https://utm.utoronto.ca/geography/field-internship-and-thesis-courses | Mississauga | Fall | University of Toronto Mississauga | Geography | 1 | ENVIORNMENT; conserv | Internship, Placement | n/a |
| JEG401Y5 | Geography / Environment Social Science Internship | Through a part-time, unpaid work placement, students apply the knowledge and expertise gained through previous course work in geography. Placements may be made in a range of settings. For example, placements may include municipal government, regional government, neighbourhood organizations and centres, corporations as well as with non-governmental organizations. Admission for this course will be through an online application. Instructions for the application can be found on the Geography Department home page: https://utm.utoronto.ca/geography/field-internship-and-thesis-courses | Mississauga | Fall | University of Toronto Mississauga | Geography | 1 | ENVIORNMENT | Internship, Placement | n/a |
| VIC360H1 | Education Internship | Students are required to complete an internship in an educational environment. This can be satisfied by participation in an organization with the approval of the Program Coordinator. Written assessment of the internship is required. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | Victoria College | 0.5 | educat | Internship | 30 |
| VIC360H1 | Education Internship | Students are required to complete an internship in an educational environment. This can be satisfied by participation in an organization with the approval of the Program Coordinator. Written assessment of the internship is required. Not eligible for CR/NCR option. | St. George | Winter | Faculty of Arts and Science | Victoria College | 0.5 | educat | Internship | 30 |
| VIC360Y1 | Education Internship | Students are required to complete an internship in an educational environment. This can be satisfied by participation in an organization with the approval of the Program Coordinator. Written assessment of the internship is required. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | Victoria College | 1 | educat | Internship | 30 |
| VST410H5 | Internship in Visual Studies | This internship course provides an opportunity for students to gain practical experience at an institution or business closely related to the arts and to visual studies. This is especially tailored for mature and self-disciplined students in their final year of study, who are ready to apply knowledge acquired in previous courses and are planning a career in the arts and cultural sector. Students registered in any DVS program are eligible to apply. Students work closely with the DVS internship coordinator to establish suitability. Regular updates and a final report and presentation will be required. The final grade for the course will be based on these, along with the assessment of the employer. [24S] | Mississauga | Winter | University of Toronto Mississauga | Visual Studies | 0.5 | cities | Internship | 25 |
| CCT270H5 | Principles in Game Design (SH) | An overview of videogame theory, best practices, emergent trends and technology, with strong participation by industry professionals. This course features a variety of guest speakers addressing different facets of game design, supported by later discussion and analysis. Students will experience a broad overview of principles in game design that may inspire further development and design activities in related game design courses. [36L] | Mississauga | Fall | University of Toronto Mississauga | Institute of Communication and Culture | 0.5 | INDUSTR | Professional | 120 |
| CCT270H5 | Principles in Game Design (SH) | An overview of videogame theory, best practices, emergent trends and technology, with strong participation by industry professionals. This course features a variety of guest speakers addressing different facets of game design, supported by later discussion and analysis. Students will experience a broad overview of principles in game design that may inspire further development and design activities in related game design courses. [36L] | Mississauga | Winter | University of Toronto Mississauga | Institute of Communication and Culture | 0.5 | INDUSTR | Professional | 120 |
| EESD19H3 | Professional Development Seminars in Geoscience | This course consists of 12 lectures given by senior industry professionals to prepare students for a post-graduate career in environmental consulting. Lectures will convey the full range of consulting activities, including visits to environmental investigation sites in the Toronto area. Technical writing and oral communication skills will be stressed in assignments. | Scarborough | Winter | University of Toronto Scarborough | Dept. of Physical & Environmental Sci (UTSC) | 0.5 | INDUSTR; ENVIORNMENT | Professional | n/a |
| ENV440H1 | Professional Experience Course | Regular academic seminars complement off-campus work on an environmental project. The course enables students to gain practical experience of the needs and demands of professional environmental agencies. Students are given a choice of placements in a variety of sectors (such as government, NGOs, industry). Eligible students who wish to do a work placement in the upcoming summer or fall session are must submit an application form to the Placement Coordinator by mid-January of each year. Please contact the School of the Environment?s Placement Coordinator, David Powell, at ug.office.env@utoronto.ca, or consult the School?s undergraduate courses webpage for access to the application form, instructions and application deadline. | St. George | Fall | Faculty of Arts and Science | School of Environment | 0.5 | INDUSTR; environment | Professional, Placement | 50 |
| ITA388H5 | Italian Studies Education Internship | (Offered in English/Italian) 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 enrolment, internship proposals must be approved by the program coordinator. | Mississauga | Winter | University of Toronto Mississauga | Language Studies | 0.5 | educat | Professional, Internship | n/a |
| JOUC25H3 | Field Placement | In Field Placement, students use theoretical knowledge and applied skills in professional journalistic environments. Through individual work and as team members, students create editorial content on various platforms and undertake academic research and writing assignments that require them to reflect upon issues arising from their work placement experience. This course is taught at Centennial College and is open only to students in the Specialist (Joint) program in Journalism. | Scarborough | Winter | University of Toronto Scarborough | Dept. of Arts, Culture & Media (UTSC) | 0.5 | ENVIORNMENT | Professional, Placement | 30 |
| JOUC25H3 | Field Placement | In Field Placement, students use theoretical knowledge and applied skills in professional journalistic environments. Through individual work and as team members, students create editorial content on various platforms and undertake academic research and writing assignments that require them to reflect upon issues arising from their work placement experience. This course is taught at Centennial College and is open only to students in the Specialist (Joint) program in Journalism. | Scarborough | Fall | University of Toronto Scarborough | Dept. of Arts, Culture & Media (UTSC) | 0.5 | ENVIORNMENT | Professional, Placement | 30 |
| MSE431H1 | Forensic Engineering | The course provides participants with an understanding of scientific and engineering investigation methods and tools to assess potential sources, causes and solutions for prevention of failure due to natural accidents, fire, high and low speed impacts, design defects, improper selection of materials, manufacturing defects, improper service conditions, inadequate maintenance and human error. The fundamentals of accident reconstruction principles and procedures for origin and cause investigations are demonstrated through a wide range of real world case studies including: medical devices, sports equipment, electronic devices, vehicular collisions, structural collapse, corrosion failures, weld failures, fire investigations and patent infringements. Compliance with industry norms and standards, product liability, sources of liability, proving liability, defense against liability and other legal issues will be demonstrated with mock courtroom trial proceedings involving invited professionals to elucidate the role of an engineer as an expert witness in civil and criminal court proceedings. | St. George | Winter | Faculty of Applied Science & Engineering | Materials Science and Engineering | 0.5 | INDUSTR | Professional | 80 |
| MSE490H1 | Professional Ethics and Practice | The various roles of a practicing engineer in industry and society will be presented through a series of seminars. The lecturers will include practicing engineers from local companies and consulting firms and representatives from professional and technical societies. | St. George | Winter | Faculty of Applied Science & Engineering | Materials Science and Engineering | 0.25 | INDUSTR | Professional | 60 |
| NEW106H1 | Science, Health and Social Justice | How can scientific knowledge and research be mobilized to impact individual and global health? How is health impacted by social, racial and economic inequalities? This course explores scientific research and practice with special attention to the translation of scientific knowledge in the public sphere, and its ability to inform policies, practices and laws. Students have the opportunity to meet with clinician-scientists, policy-makers, and other professionals connected to the health care system. Restricted to first-year students. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | New College | 0.5 | health; justice | Professional | 25 |
| NEW495Y1 | Independent Community Engaged Learning | A placement-based course in which students develop knowledge, practice and professional skills appropriate to the social purpose sector while working to support programming for community partners. The accompanying seminar considers social justice issues and models community-engagement practice, supporting students? experiential, participatory and reflective learning. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | New College | 1 | JUSTICE | Professional, Community, Placement | 25 |
| PSL310H1 | Clinical Reasoning | Improved clinical reasoning will reduce the current likelihood that most people will suffer at least one medical diagnostic error, errors that contribute to ~10% of patient deaths. Learn to apply strategies of critical thinking and principles of physiology to solve clinical cases. Shadow a healthcare professional. Not eligible for CR/NCR option. | St. George | Winter | Faculty of Arts and Science | Physiology | 0.5 | health | Professional | NA |
| CITC01H3 | Urban Communities and Neighbourhoods Case Study: East Scarborough | This course engages students in a case study of some of the issues facing urban communities and neighbourhoods today. Students will develop both community-based and academic research skills by conducting research projects in co-operation with local residents and businesses, non-profit organizations, and government actors and agencies. | Scarborough | Fall | University of Toronto Scarborough | Human Geography (UTSC) | 0.5 | URBAN | Community | 30 |
| 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.[36L] | Mississauga | Winter | University of Toronto Mississauga | Language Studies | 0.5 | educat | Community | 140 |
| SMU400H1 | Introduction to Music in Healthcare | This course provides an overview of music approaches in health care contexts including: music therapy, music and medicine, community music and artists working in interdisciplinary teams. Lectures, guest speakers, video-clips, and collaborative learning experiences will enhance student knowledge with a focus on critical issues, current research and evidence based practices. | St. George | Fall | Faculty of Music | Faculty of Music | 0.5 | health | Community | 23 |
| VIC260H1 | 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 builds knowledge of how oppression works and how cultural resources and educational practices may be brought to bear on reducing oppression and improving equity. The field experience in this course entails observation of and participation in equity and diversity efforts in a culturally-rooted school and/or community organization. | St. George | Winter | Faculty of Arts and Science | Victoria College | 0.5 | educat | Community | 45 |
| VIS421H1 | Institutions and Exhibitions | A course in which students engage a variety of exhibition types in their institutional context: government museums, artist-run centres (ARC), cultural non-profits, media distribution centres, tourist museums, commercial galleries, private museums, collectives, pop-ups, community centres, etc. Students conduct site visits and analyze the architecture, economic models, audience, and content of various institutions. | St. George | Winter | John H. Daniels Faculty of Architecture, Landscape, & Design | John H. Daniels Faculty of Architecture, Landscape, & Design | 0.5 | ENVIRONMENT | Community | 25 |
| VPMC01H3 | Exploring Community Music | Our local communities are rich with music-making engagement. Students will critically examine community music in the GTA through the lenses of intergenerational music-making, music and social change, music and wellbeing, and interdisciplinary musical engagement. Off-campus site visits are required. | Scarborough | Fall | University of Toronto Scarborough | Dept. of Arts, Culture & Media (UTSC) | 0.5 | well being | Community | 20 |
| WGS435Y5 | Women and Gender Studies Practicum | The practicum allows advanced WGS students to combine theory and practice through part-time unpaid placement with a community agency, government body, educational or social change organization. [24S] | Mississauga | Fall | University of Toronto Mississauga | Historical Studies | 1 | educat; gender; women | Community | 12 |
| WGS470Y1 | Community Engagement | The application of theoretical study to practical community experience. Advanced Women and Gender Studies students have the opportunity to apply knowledge acquired in the Women and Gender Studies curriculum through a practicum placement within a community organization. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | Women and Gender Studies Institute | 1 | gender; women | Community | 11 |
| WSTC02H3 | Feminist Qualitative Research in Action | Students will design and conduct a qualitative research project in the community on an issue related to women and/or gender. The course will also include an overview of the various phases of carrying out research: planning the research project, choosing appropriate methods for data collection, analyzing the data and reporting the results. Students should expect to spend approximately 10 hours conducting their research in the community over the course of the semester. | Scarborough | Fall | University of Toronto Scarborough | Dept. of Historical & Cultural Studies (UTSC) | 0.5 | gender; women | Community | 15 |
| WSTC02H3 | Feminist Qualitative Research in Action | Students will design and conduct a qualitative research project in the community on an issue related to women and/or gender. The course will also include an overview of the various phases of carrying out research: planning the research project, choosing appropriate methods for data collection, analyzing the data and reporting the results. Students should expect to spend approximately 10 hours conducting their research in the community over the course of the semester. | Scarborough | Winter | University of Toronto Scarborough | Dept. of Historical & Cultural Studies (UTSC) | 0.5 | gender; women | Community | 15 |
| CCT406H5 | Capstone Design Project (SH) | An applied project-based capstone course in which groups will be paired with an identified client with real-life needs in digital media creation. Students will work in small cross-functional teams to develop and present proposals to client representatives and a panel of industry experts. Students will also be taught the arts of networking, proposal writing and project management. [36P] | Mississauga | Winter | University of Toronto Mississauga | Institute of Communication and Culture | 0.5 | INDUSTR | Capstone, Client | 40 |
| INS460H1 | Indigenous Theory, Research and Methods | This course explores the basis of Indigenous knowledge and how that translates into research theory and methodology. Students will design a research project, consider Indigenous research governance and conduct an ethics review. This is a service learning course. This course is only open to students enrolled in a Specialist or Major in Indigenous Studies. | St. George | Winter | Faculty of Arts and Science | Indigenous Studies Arts & Science | 0.5 | GOVERNANCE | Service | 15 |
| PCJ362H1 | Service Learning | Students are given a service learning placement in the GTA in partnership with local, national, or international not-for-profits or governmental organizations. Students work in teams of 2-7 students, and help partner organizations solve important problems. Student teams mostly work independently of the organization, while receiving some mentoring, critique, and advice from the organizations. Students are expected to invest 5-7 hours per week in course projects, in addition to class time. In this non-competitive course, students are asked to engage in deep personal reflection, help teammates, advise other teams, and contribute their skills and talents to their community partners. The course will emphasize how groups work to achieve community goals, how grassroots politics works, the power of social capital, and how these topics link to questions of conflict resolution, brokering piece, and achieving justice. | St. George | Winter | Faculty of Arts and Science | Munk School of Global Affairs and Public Policy | 0.5 | JUSTICE | Service, Placement, Community | 50 |
| PCL389H1 | Understanding the Role of Pharmacology and Toxicology in Society | This service learning course explores issues surrounding the effects that pharmaceuticals and chemicals have in society. Specifically, it integrates pharmacology and toxicology with social, health and political issues as they relate to drug abuse and addiction. Students are required to interact and work with community partners during the semester (approx 20hrs). Classroom discussions will integrate community experiences with lecture material. | St. George | Fall | Faculty of Arts and Science | Pharmacology | 0.5 | health | Service, Community | 40 |
| PMDB25H3 | Therapeutic Communications and Crisis Intervention | Focuses on the utilization of effective communication tools when dealing with persons facing health crisis. Students will learn about coping mechanisms utilized by patients and families, and the effects of death and dying on the individual and significant others. Students will have the opportunity to visit or examine community services and do class presentations. This course is taught at the Centennial HP Science and Technology Centre. | Scarborough | Fall | University of Toronto Scarborough | Biological Sciences (UTSC) | 0.5 | health | Service, Community | 40 |
| VIC116H1 | Politics of the Pen | A study of how literature challenges prevailing political beliefs and social norms. We will situate our discussion in the broader context of human rights and freedoms. We will examine cases where literature has been censored and writers have been imprisoned or driven into exile. Part of this course involves a community service-learning component. We will consider how this literature contributes to debate and advocacy around issues of social justice. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | Victoria College | 0.5 | JUSTICE; rights | Service, Community | 25 |
| ECO400Y5 | Economics Internship | Through a part time, unpaid, 200-hour work placement, fourth year students apply economics content and skills. Placements are made throughout the GTA in both the private and public sectors. Successful candidates gain an opportunity to enhance their University experience through on-site work placements providing the possibility to develop skill sets within a business setting. Monthly class meetings plus year-end and presentation are required. Normally, the 200 hours will be completed by attending the work placement one full day each week from September to April. Students interested in a finance-industry placement are strongly recommended to arrange their course schedule to allow for a two day a week work placement in one semester. This arrangement increases the possibility of placement and enhances the experience although careful course planning is essential. [48L] Apply to Course Coordinator: Corrine Bent-Womack Room #KN 3246 Innovation Complex Email: corrine.bent.womack@utoronto.ca | Mississauga | Fall | University of Toronto Mississauga | Economics | 1 | INNOVATION; INDUSTR | Placement, Internship | 40 |
| EDS200H5 | Child, Adolescent and Adult Development in Education | This course focuses on the physical skills, cognitive abilities, and socioemotional experiences that shape an individualÕs 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. [36L] | Mississauga | Fall | University of Toronto Mississauga | Language Studies | 0.5 | educat | Placement | 125 |
| HIS498Y5 | Internship in History | Through a part-time, unpaid work placement, a limited number of advanced history students may enrol for field experience relating to expertise they have gained in the program. Placements are made at local libraries, historic sites and foundations, media outlets, public and private institutions. Five previous history courses and a cumulative GPA of 3.0 are required. For application to admission contact the Department of Historical Studies before June 1. | Mississauga | Fall | University of Toronto Mississauga | Historical Studies | 1 | INSTITUTION | Placement, Internship | 12 |
| HST400Y1 | Health Studies Practicum | Individual field placement with a health-related institution or organization, in which the student applies theory and skills to specific projects and/or tasks. Culminates in an oral and written report. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | University College | 1 | health; institution | Placement | 15 |
| CCT341H5 | Introduction to IT Consulting | Information Technology (IT) Consulting is a growing profession that embodies the use of computer-supported collaborative tools in the execution of business functions. In this course students engage with the principles of Computer Supported Co-operative Work (CSCW) through an experiential opportunity to work with a real client. Students create an IT Consulting company and take on the role of consultants, learning core skills (soft and hard) necessary for this profession, including client management, communication, ideation, analysis and solution development, project management, presentation skills, and web design. Using case studies we discuss consulting lessons learned and problems to avoid within the context of industry best practices. [24P] | Mississauga | Winter | University of Toronto Mississauga | Institute of Communication and Culture | 0.5 | INDUSTR | Client, Professional | 35 |
| CHE403H1 | Professional Practice | In this course, lectures and seminars will be given by practicing engineers who will cover the legal and ethical responsibility an engineer owes to an employer, a client and the public with particular emphasis on environmental issues. | St. George | Winter | Faculty of Applied Science & Engineering | Chemical Engineering and Applied Chemistry | 0 | ENVIORNMENT | Client, Capstone | 160 |
| MIE490Y1 | Capstone Design | An experience in engineering practice through a significant design project whereby student teams meet specific client needs through a creative, iterative, and open-ended design process. The project must include: • The application of disciplinary knowledge and skills to conduct engineering analysis and design, • The demonstration of engineering judgment in integrating economic, health, safety, environmental, social or other pertinent interdisciplinary factors, • Elements of teamwork, project management and client interaction, and • A demonstration of proof of the design concept. | St. George | Fall | Faculty of Applied Science & Engineering | Mechanical & Industrial Engineering | 1 | health; environment | Client, Capstone | 120 |
| MIE491Y1 | Capstone Design | An experience in engineering practice through a significant design project whereby students teams meet specific client needs or the requirements of a recognized design competition through a creative, iterative, and open-ended design process. The project must include: | St. George | Fall | Faculty of Applied Science & Engineering | Mechanical & Industrial Engineering | 1 | health; environment | Client, Capstone | 200 |
| INI437Y1 | Urban Experiential Learning in Toronto & the GTA | A method of studying city issues that combines readings, seminar discussions, and field trips with an 8 hour / week internship in the office of a municipal politician, local government, or non-profit organization. Readings focus on community development, urban planning, economic development and local governance. Students must fill out a ballot for the course (available by contacting the Urban Studies Program Office) by June 1st. Enrolment in this course is competitive and at the discretion of the Urban Studies Director and/or course instructor. | St. George | Fall | Faculty of Arts and Science | Innis College | 1 | URBAN; governance | Office, Community, Experiential | 20 |
| SOC480Y5 | Internship in Sociology, Criminology, Law and Society | Through a part-time, unpaid, 200-hour internship, students apply sociological knowledge gained primarily through previous coursework. Students can seek internship opportunities at municipal social service departments or non-profit agencies providing social services, social movement or community-based organizations working for social change, courts or parole offices, for-profit workplaces, or other organizations. Students must confirm internship arrangements well in advance and secure departmental approval for their internship position prior to the start of term (with students and host organizations required to complete institutional documentation in order for the internship to commence). This experiential learning course also includes class meetings, written assignments and oral presentations, as well as an assessment by the internship employer. An application/interview may be required (see Department of Sociology website for details). | Mississauga | Winter | University of Toronto Mississauga | Sociology | 1 | INSTITUTION | Office, Community, Internship | NA |
| ENV332H5 | Practicum in Environmental Project Management | This course, offered in collaboration with campus administrative offices of the University of Toronto Mississauga and various community partners, provides Environment Students with practical collaborative work experience in preparation for upper-year field courses and internships. Students will work in teams to develop skills in communication, project management, interdisciplinary teamwork, problem identification, report writing and formal presentations while working on an environmental project on campus or in the local community. This course is strongly recommended for Specialist and Major students in any of the Environment Programs. [24S, 12P] | Mississauga | Winter | University of Toronto Mississauga | Geography | 0.5 | ENVIORNMENT | Partner, Community | 60 |
| ENV461H1 | The U of T Campus as a Living Lab of Sustainability | Sustainability is a growing priority for universities all over the world. Many are developing strong operational sustainability goals and targets, and are giving increasing emphasis to teaching and research on sustainability issues. Yet few have committed at the executive level to integrating academic and operational sustainability in the context of treating their campus as a living laboratory of sustainable practice, research and teaching. Arguably, it is such living lab approaches that offer the largest potential for universities to play a significant role in the sustainability transition. This course will explore and apply the living lab concept, in the context of operational sustainability at the University of Toronto. We will begin by looking at the literature on university sustainability and the living lab concept. The bulk of the course will involve undertaking an applied research project on some aspect of campus sustainability, working in close partnership with operational staff at the University of Toronto. Students will develop the skills needed to work across disciplines and fields of study, and with non-academic partners. This course will put students to work on operational sustainability projects identified by the staff working in or with the Sustainability Office at the University of Toronto. Students will be organized into groups, each of which will be assigned one project, to be overseen by one or more U of T staff members. The bulk of the course will consist of regular meetings with the staff ?clients?, with instructors, and in small groups to undertake a group project. Each group will produce a mid-term and final report, and give a mid-term and final presentation. Each student will also submit two 360 reviews of the group process. A crucial aspect of this course is the ability of students to work collaboratively together in a group environment, and to work effectively with a university staff person acting as a ?client? for their work. Students will be provided with a Handbook outlining information on working in groups and the focus of the class in the second week will be on this issue. The first 360 peer review will serve to provide information on how well each group is working. Students are encouraged to discuss and resolve group process issues in the weekly group meetings, and in their regular meetings with the instructor and TA. The second 360 review will occur at the end of the term. The results of the two 360 reviews will be used, where appropriate, to adjust individual marks from the group averages. | St. George | Fall | Faculty of Arts and Science | School of Environment | 0.5 | health, water, environment, biodiversity | Partner, Office, Client | 25 |
| FAH375H5 | All Our Relations: Indigenous Land Stewardship and Art | This class embraces land- and earth-based skills as tools in the production and maintenance of revitalization efforts in Indigenous culture and knowledge. Throughout the course students will lead the development, production and maintenance of a Community Medicine Garden initiative to be located in the heart of the UTM campus. Topics include environmental liberation, food sovereignty, kinship, gardening as resistance, matriarchy, land stewardship, landscaping with regional indigenous plants, Indigenous feminisms, place-based knowledge and knowledge sharing. Activities will include: film screenings, community feasts, public readings, drumming circles, and guests speakers with Traditional Indigenous knowledge carriers, artists, environmental activists, and local grassroots community-based partners. [24S] | Mississauga | Winter | University of Toronto Mississauga | Visual Studies | 0.5 | environment | Partner, Community | NA |
| MSE498Y1 | Capstone Team Design Project | The students are organized in small groups, select a project involving original research and design work which is normally closely related to the current work of a faculty member, and can be in close collaboration with an external partner (e.g. local industry, hospital, government lab). The students conceive and carry out a research plan under the supervision of the academic staff member and with an external liaison person as a resource person if required. The project must contain a significant design component. The project work may be carried out in the department, at the external site, or both locations. The final grade will be based on interim and final written reports, an oral presentation at the end of the fall term and a final poster presentation at the end of the winter term. | St. George | Fall | Faculty of Applied Science & Engineering | Materials Science and Engineering | 1 | INDUSTR | Partner, Capstone | 60 |
| NEW495Y1 | Independent Community Engaged Learning | A placement-based course in which students develop knowledge, practice and professional skills appropriate to the social purpose sector while working to support programming for community partners. The accompanying seminar considers social justice issues and models community-engagement practice, supporting students? experiential, participatory and reflective learning. Not eligible for CR/NCR option. | St. George | Fall | Faculty of Arts and Science | New College | 1 | JUSTICE | Partner, Community, Professional | 25 |
| PCJ362H1 | Service Learning | Students are given a service learning placement in the GTA in partnership with local, national, or international not-for-profits or governmental organizations. Students work in teams of 2-7 students, and help partner organizations solve important problems. Student teams mostly work independently of the organization, while receiving some mentoring, critique, and advice from the organizations. Students are expected to invest 5-7 hours per week in course projects, in addition to class time. In this non-competitive course, students are asked to engage in deep personal reflection, help teammates, advise other teams, and contribute their skills and talents to their community partners. The course will emphasize how groups work to achieve community goals, how grassroots politics works, the power of social capital, and how these topics link to questions of conflict resolution, brokering piece, and achieving justice. | St. George | Winter | Faculty of Arts and Science | Munk School of Global Affairs and Public Policy | 0.5 | JUSTICE | Partner, Service, Community | 50 |
| PCL389H1 | Understanding the Role of Pharmacology and Toxicology in Society | This service learning course explores issues surrounding the effects that pharmaceuticals and chemicals have in society. Specifically, it integrates pharmacology and toxicology with social, health and political issues as they relate to drug abuse and addiction. Students are required to interact and work with community partners during the semester (approx 20hrs). Classroom discussions will integrate community experiences with lecture material. | St. George | Fall | Faculty of Arts and Science | Pharmacology | 0.5 | health | Partner, Service, Community | 40 |
| PHL440H1 | Clinical Bioethics | Advanced study of topics in bioethics, taught in conjunction with clinical bioethicists associated with the health care organization partners of the University of Toronto Joint Centre for Bioethics. | St. George | Winter | Faculty of Arts and Science | Philosophy | 0.5 | health | Partner | 30 |
| RSM424H1 | Canadian Income Taxation II | This course is designed to give the student an understanding of more complex issues of Canadian income tax law and tax planning. Included are topics, such as, computation of taxes, corporate reorganizations, business acquisitions and divestitures, partnerships, joint ventures and trusts, to name a few. The two course sequence (RSM324H1 and RSM424H1) has been designed to provide coverage of the tax content required by the professional accounting bodies. Not eligible for CR/NCR option. Contact Rotman Commerce for details. | St. George | Fall | Faculty of Arts and Science | Rotman Commerce | 0.5 | taxation | Partner, Professional | 50 |
| RSM424H1 | Canadian Income Taxation II | This course is designed to give the student an understanding of more complex issues of Canadian income tax law and tax planning. Included are topics, such as, computation of taxes, corporate reorganizations, business acquisitions and divestitures, partnerships, joint ventures and trusts, to name a few. The two course sequence (RSM324H1 and RSM424H1) has been designed to provide coverage of the tax content required by the professional accounting bodies. Not eligible for CR/NCR option. Contact Rotman Commerce for details. | St. George | Winter | Faculty of Arts and Science | Rotman Commerce | 0.5 | taxation | Partner, Professional | 171 |
| 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. | Mississauga | Fall | University of Toronto Mississauga | Language Studies | 0.5 | educat | Experiential | 5 |
| 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. | Mississauga | Winter | University of Toronto Mississauga | Language Studies | 0.5 | educat | Experiential | 5 |
| EDS325H5 | Supplemental Instruction in Higher Education: The Impact of Peer-Facilitated Study Groups (FSG) | 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 a LAUNCH Leader position with the LAUNCH peer-mentorship program. [24L, 12S] | Mississauga | Fall | University of Toronto Mississauga | Language Studies | 0.5 | educat | Internship | 60 |
| EDS325H5 | Supplemental Instruction in Higher Education: The Impact of Peer-Facilitated Study Groups (FSG) | 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 a LAUNCH Leader position with the LAUNCH peer-mentorship program. [24L, 12S] | Mississauga | Winter | University of Toronto Mississauga | Language Studies | 0.5 | educat | Internship | 50 |
| 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. [12S] | Mississauga | Fall | University of Toronto Mississauga | Language Studies | 0.5 | educat | Internship | 30 |
| MIN400H1 | Geology Field Camp for Engineers | At Geology Field Camp, students will learn to incorporate geological observations into their engineering data sets. The course will focus on the recognition of rock types in the field, mapping of geological structures related to mineralization of potential economic importance, and field measurement techniques for obtaining rock engineering data. Students will learn how to make geological observations that are of critical importance to their success as mineral engineers, and to foster a sense of excitement and curiosity about the rocks that form the physical environment within which they will work as professionals. The course will be taught in the Sudbury region where there are several operating mines, numerous excellent field exposures of rocks related to the formation of the impact-related Sudbury structure, inexpensive accommodations, as well as unrelated older rock sequences typical of Archean greenstone belts where much of Canada's mineral exploration takes place. Students attend the two week Geology Field Camp prior to the start of Fourth Year Fall Session. | St. George | Fall | Faculty of Applied Science & Engineering | Civil and Mineral Engineering | 0.5 | ENVIORNMENT | Professional | 40 |
| MIN467H1 | Mineral Project Design II | Mineral Project Design is a two-part capstone course that draws on all course materials developed in the first three years of the Mineral Engineering Curriculum. Part II (S) focuses on the design of a mining or civil rock engineering project. Students will be grouped into teams and provided with one or more data sets and a design problem to solve. The end product is a major engineering design report and oral presentation (including several interim reports and presentations). Technical aspects will serve to examine a “cradle to grave” view of a project, from initial planning through to final closure and site remediation. The course will include an intensive two-day Professional Supervisors Short Course. Topics include: Discovering a commonality among supervisors and their key role in maintaining standards. The importance of sharing information and expectations about costs, production goals and business objectives are explored in the context of motivation. The necessity of successful communication skills and techniques are discussed and demonstrated to achieve behaviours on the job, producing consistent results. A reliable methodology for handling difficult situations is provided. The fundamental rationale for safety and loss control is presented as well as a relevant perspective on management structure. A workable code of conduct that is a guide to professional behaviour is developed. Students will receive a final grade at the end of each term course, but both courses must be taken in sequence (MIN 467H1 S cannot be taken without successful completion of MIN 466H1 F) | St. George | Winter | Faculty of Applied Science & Engineering | Civil and Mineral Engineering | 0.5 | PRODUCTION | Professional | 20 |
| GGR313H5 | Gender and the City | In this course students will be introduced to approaches in social geography that examine the links between gender and urban environments. Specific topics and issues to be covered include, for example, poverty, work, sex trade, human trafficking and safety. Topics will be explored across multiple scales including bodies, home, neighbourhood and community. This course fulfills 1 field day. [24L, 12T] | Mississauga | Fall | University of Toronto Mississauga | Geography | 0.5 | poverty; gender; trade; women; urban | Community | NA |
| GGR313H5 | Gender and the City | In this course students will be introduced to approaches in social geography that examine the links between gender and urban environments. Specific topics and issues to be covered include, for example, poverty, work, sex trade, human trafficking and safety. Topics will be explored across multiple scales including bodies, home, neighbourhood and community. This course fulfills 1 field day. [24L, 12T] | Mississauga | Winter | University of Toronto Mississauga | Geography | 0.5 | poverty; gender; trade; women; urban | Community | 75 |
| HISD25H3 | Oral History and Urban Change | An applied research methods course that introduces students to the methods and practice of Oral history, the history of Scarborough, the field of public history and community-based research. A critical part of the class will be to engage in fieldwork related to designing and conducting oral history interviews. Canadian Area | Scarborough | Winter | University of Toronto Scarborough | Dept. of Historical & Cultural Studies (UTSC) | 0.5 | URBAN | Community | 15 |
| JGI346H1 | The Urban Planning Process | Overview of how planning tools and practice shape the built form of cities. This course introduces twentieth century physical planning within its historical, social, legal, and political contexts. Community and urban design issues are addressed at local and regional scales and in both central cities and suburbs. The focus is on Toronto and the Canadian experience, with comparative examples from other countries, primarily the United States. Transportation costs: $20. | St. George | Fall | Faculty of Arts and Science | Geography and Planning | 0.5 | CITIES; urban | Community | 70 |
| ESC470H1 | Energy Systems Capstone Design | A half-year capstone design course in which students work in teams to apply the engineering design, technical, and communication skills learned previously, while refining their skills in teamwork and project management. The course focus is on context-appropriate energy systems design and simulation, incorporating generation, transmission and storage of energy from across a range of traditional and alternative energy sources. Students identify, frame, and design solutions to problems that align with that focus, and the resulting designs are assessed on their engineering quality and design credibility. In addition, each student engages in individual critical reflection on their course activities, team performance, and on their growth as an engineering designer across their undergraduate program. Students are supported by a teaching team comprising both design and domain experts. | St. George | Winter | Faculty of Applied Science & Engineering | Division of Engineering Science | 0.5 | ENERGY | Capstone | 25 |
| INI342H1 | Urban Studies Research Seminar I | This course provides students an opportunity to craft and initiate an Urban Studies capstone research project. Students will gain knowledge, experience and insight in utilizing qualitative research methods including interviewing, focus groups, observational analysis and other techniques. Seminars and assignments focus on the application of qualitative methods to each student?s selected urban research question. | St. George | Fall | Faculty of Arts and Science | Innis College | 0.5 | URBAN | Capstone | 40 |
| GGR318H5 | Political Geography | Political geography is concerned with the spatial expression of political entities and events. It involves analysis at a variety of scales ranging from the local to the global. The control and manipulation of territory and the imposition of political boundaries and political ideas are central to this analysis. The course provides discussion on nation building, the emergence of the state system, theories on the state, and the role of the state as provider of services and regulator of activities, and electoral geography and governance. This course fulfills 1 field day. [24L] | Mississauga | Fall | University of Toronto Mississauga | Geography | 0.5 | GOVERNANCE | Service | 75 |
| GER391H | iPRAKTIKUM Experiential Learning and Internationalization Internship | The course provides curricular support for a variety of work and community-engaged, experiential learning placements in the GTA and in German-speaking countries. The placements are designed to deepen linguistic, cultural, and analytical skills acquired in the classroom in work-related environments, create an awareness of the translatability of academic knowledge to other contexts, promote global competency, and foster links to the community. The number of weekly hours spent in the field, the scope of learning objectives, and the nature of reflective activities are determined on an individual basis in consultation with the host institution, the German Department, and other units in which the student is pursuing a program degree (as required). In addition to successfully achieving the formulated learning goals, students must complete assignments such as eJournals and research papers as well as participate in peer-to-peer reporting and post-placement interviews. | St. George | Fall | Faculty of Arts and Science | Germanic Languages & Literatures | 0.5 | community | 5 |