University of Toronto’s 2021-2022 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).
Sustainability Community-Engaged Learning Courses must cover the following criteria:
- it is a credit-bearing academic course with full or partial CEL component
- it takes place in partnership with a community or grassroots, non-profit or for-profit, public or private, or non-governmental organization
- it responds to partner-led priorities
- it is reciprocal so both the community partner and the students benefit from the engagement students undertake reflection that connects their community engagement to the learning outcomes of the initiative
- it works towards one or more of the sixteen United Nations (UN) Sustainable Development Goals (SDGs)
The 2021 CEL course inventory includes 93 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 2021-22 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. 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.
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.
| Course Code | Course | Course Description | Campus | Department | Credit | Term | CEL Keyword(s) | Max Enrollment | SDG Keyword(s) | SDGs Covered |
|---|---|---|---|---|---|---|---|---|---|---|
| ACMD01H3 | ACMEE Applied Practice II | An advanced study of the arts, culture and/or media sector through reflective practice. Students will further engage with work places as "learning laboratories" and play a mentorship role for students in earlier stages of the experiential education process. | Scarborough | Arts, Culture & Media | 0.5 | Fall, Winter | experiential | 20 | labor, educat | SDG4, SDG8 |
| ANTD20H3 | Culture and Community | A field-based research seminar exploring the cultural dimensions of community and sense of place. Partnering with community-based organizations in Scarborough and the GTA, students will investigate topical issues in the immediate urban environment from an anthropological perspective. Yearly foci may include food, heritage, diaspora, and family. | Scarborough | Anthropology | 0.5 | Winter | community, partner | 15 | environment, urban, food | SDG2, SDG11, SDG13 |
| CCT409H5 | Special Topics in Work-Based Learning | An advanced unpaid field placement working on specially designed projects that explore collaborative, collective and global approaches to practical knowledge application. The placements may include international internships, collaborative group internships and community-based initiatives. The projects may vary from year to year depending on the external partners. Students will engage with others in the course through an online class component and complete individual reports and critical evaluations of the work experience. | Mississauga | University of Toronto Mississauga | 0.5 | placement, community, internship, partner | labor | SDG8 | ||
| CHMD47H3 | Advanced Bio-Organic Chemistry | This course will teach biochemical reactions in the context of Organic Chemistry. This course will build on topics from CHMC47H3. Application of enzymes in organic synthesis, chemical synthesis of complex carbohydrates and proteins, enzyme catalyzed proton transfer reactions and co-enzymes will be discussed in depth with recent literature examples. Experiential learning is an integral part of this course. Students will explore the applications of Bio-Organic Chemistry in healthcare and industrial settings as part of an experiential learning project | Scarborough | Physical & Environmental Sciences | 0.5 | Winter | experiential | 40 | industr, health | SDG3, SDG9 |
| 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 | Human Geography | 0.5 | Winter | community | 23 | urban | SDG11 |
| CITC02H3 | Placements in Community Development | With a focus on building knowledge and skills in community development, civic engagement, and community action, students will learn by doing through weekly community-based placements with community organizations in East Scarborough and participatory discussion and written reflections during class time. The course will explore topics such as community-engaged learning, social justice, equity and inclusion in communities, praxis epistemology, community development theory and practice, and community-based planning and organizing. Students will be expected to dedicate 3-4 hours per week to their placement time in addition to the weekly class time. Community-based placements will be organized and allocated by the course instructor. | Scarborough | Human Geography | 0.5 | Winter | placement, community | 25 | justice | SDG16 |
| 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 | Human Geography | 0.5 | Fall | community, experiential | 25 | infrastructure | SDG9 |
| CJS401Y1 | Community & Identity | Exploration of Jewish notions of community, identity, and humanity in classic and contemporary sources as well as through experiential learning in which students are placed in internships at organizations and institutions that identify themselves as Jewish and as serving the Jewish community in the GTA. Not eligible for CR/NCR option. | St. George | Faculty of Arts and Science | 1.0 | community, experiential, internship | institut | SDG16 | ||
| CPS401Y5 | Research and Development in Science Education | This course is intended for students in a CPS or Environmental Science Major or Specialist program. It provides an experiential learning opportunity with secondary school students and teachers. Students will research the literature of science pedagogy and acquire pedagogical content knowledge, particularly that of problem-based learning and the use of case studies. Then, through the creation of original, problem-based learning materials for Grades 11 and 12 classes and the preparation of teachers' notes for these materials, they will enhance their subject specialization knowledge. They will then assist a teacher in implementing their materials in a school or, where the materials involve experiments, in the field or in the UTM teaching laboratories. The course is normally taken in the student's fourth year. Enrollment requires submitting an application to the CPS Department in the spring term, with the application due date being the final day of classes. Independent Studies Application Forms may be found at http://uoft.me/cpsforms. Applications should be submitted to the CPS Undergraduate Assistant. Registration on ACORN is also required. | Mississauga | Chemical & Physical Sciences | 1.0 | Fall+ | experiential | 20 | environment, labor, educat | SDG4 |
| CRI386H1 | Origins of Criminal Justice | Criminal justice practice, as well as political debate concerning crime and criminal justice, are often influenced by ideas that are initially developed outside the criminal justice arena. This course examines the history, current influence and efficacy of a range of such ideas, such as: the role of religious practice in rehabilitating offenders; military service and participation in sports as preventive of delinquency; the influence of environmental pollution on crime rates; the concept of the ‘problem family’; intelligence based policing and the use of management theories in criminal justice organizations. Note: The course may include an optional Service Learning component. If offered, additional information will be provided in the Faculty of Arts and Science's timetable. | St. George | Centre for Criminology and Sociolegal Studies | 0.5 | Winter | service | 60 | justice, pollut, environment | SDG13, SDG14, SDG15, SDG16 |
| CRI428H1 | Neighbourhoods and Crime | An advanced seminar exploring the connection between neighbourhoods and the perpetuation of poverty, social marginalization, segregation and crime. The course may include an optional Service Learning component. Check the timetable for details. | St. George | Centre for Criminology and Sociolegal Studies | 0.5 | Winter | service | 60 | poverty | SDG1 |
| 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. Apply to Course Coordinator: Corrine Bent-Womack Room #KN 3246 Innovation Complex Email: corrine.bent.womack@utoronto.ca | Mississauga | Economics | 1.0 | Fall+ | placement, internship | 40 | industr, innovat | SDG9 |
| ECO417H1 | Economic Development Policy: Community Engaged Learning | An examination of the causes and consequence of poverty in developing countries with a microeconomic focus, and how it relates it to poverty in the developed world, using a 30-hour service placement at a community organization. Importance of community and context specific factors in policy implementation; learn how local organizations have responded. Use of reflection assignments, papers, group work and class discussions to relate to course concepts. Topics include: poverty traps, health, education, and credit. An application to the instructor is necessary. Not eligible for CR/NCR option. | St. George | Faculty of Arts and Science | 0.5 | placement, community, service | educat, health, poverty | SDG1, SDG3, SDG4 | ||
| EDS200H5 | Child, Adolescent and Adult Development in Education | 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. | Mississauga | Language Studies | 0.5 | Fall, Winter | placement | 100 | educat | SDG4 |
| 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. | Mississauga | Language Studies | 0.5 | Winter | community | 70 | educat | SDG4 |
| 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. | Mississauga | Language Studies | 0.5 | Fall, Winter | internship | 55 | educat | SDG4 |
| EDS360Y0 | Education Internship - International | Students are required to complete an internship in an educational environment in Beijing, China. Arranged through Victoria College and the Centre for International Exchange, the Beijing International Exchange is only for students in the Education & Society Minor. Written assessment of the internship is required. Restricted to students enrolled in the Education and Society Minor. Not eligible for CR/NCR option. | St. George | Victoria College | 1.0 | Fall, Winter | internship | educat | SDG4 | |
| EDS360Y1 | 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. Restricted to students enrolled in the Education and Society Minor. Not eligible for CR/NCR option. | St. George | Victoria College | 1.0 | Fall+, Fall, Winter | internship | educat | SDG4 | |
| EMU425H1 | Music and Urban Engagement | This course provides a reflective practicum experience in unique urban settings. Under the mentorship of professional community music teachers, students assist and lead music-making sessions with youth from the Regent Park School of Music and/or youth residing in detention centers. Students have the opportunity to investigate how music is an important tool for social justice. | St. George | Music | 0.5 | Winter | community, professional | 8 | justice, urban | SDG11, SDG16 |
| EMU435H1 | Internship in Music Education | This course provides a community-based experience that will enable students to merge theory and practice in music education. Placements must be approved by the instructor during the first week of classes. Two options exist: (1) Students will volunteer for three hours a week in a community music or school setting of their choosing; or (2) Students receive lectures on anti-racist and anti-oppression approaches and undertake internship opportunities in partnership with the Marigold Group and GTA high schools identified as high needs. | St. George | Music | 0.5 | Winter | placement, community, internship, partner | 5 | educat | SDG4 |
| ENGD02Y3 | Teaching Academic Writing: Theories, Methods and Service Learning | This course explores the theories and practices of teaching academic writing, mostly in middle and secondary school contexts as well as university writing instruction and/or tutoring in writing. Through its 60-hour service-learning component, the course also provides student educators with the practical opportunities for the planning and delivering of these instruction techniques in different teaching contexts. | Scarborough | English | 1.0 | Fall+ | service | 15 | educat | SDG4 |
| ENT391H1 | Exploring New Ventures | This experiential learning course allows students to explore the inner working of new ventures or other innovative organizations. The majority of the course consists of activities applying entrepreneurial concepts within a local organization or the students' own venture, with oversight from the Centre for Entrepreneurship. In-class activities facilitate the application of entrepreneurial tools to develop the students' entrepreneurial skills. | St. George | Centre for Entrepreneurship | 0.5 | Winter | experiential | 30 | innovat | SDG9 |
| ENT392Y1 | Exploring New Ventures | This experiential learning course allows students to explore the inner working of new ventures or other innovative organizations. The majority of the course consists of activities applying entrepreneurial concepts within a local organization or the students' own, with oversight from the Centre for Entrepreneurship. In-class activities facilitate the application of entrepreneurial tools to develop the students' entrepreneurial skills. | St. George | Centre for Entrepreneurship | 1.0 | experiential | 30 | innovat | SDG9 | |
| 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. | Mississauga | Geography, Geomatics and Environment | 0.5 | Winter | community, internship, partner, office | 70 | environment, labor | SDG13 |
| 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 | School of Environment | 0.5 | Fall | placement, office, professional | 60 | environment, industr | SDG9, SDG13 |
| 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 | School of Environment | 0.5 | Fall | partner, client, office | 24 | environment, labor | SDG13 |
| ESC101H1 | Praxis I | Praxis I is the cornerstone course of the Engineering Science Foundation Design sequence and introduces the foundational models and tools of engineering design, communication, teamwork, and professionalism that underlie design education within Engineering Science. In Praxis I students work both individually and in small teams to develop their knowledge and skills in through a combination of active lectures, structured interactive studios, and hands-on practical sessions. The design projects in Praxis I are scoped to the individual student and the broader University community. Each student and team is responsible for both defining and resolving their own opportunities. Praxis I also supports students as they transition into their engineering studies and into the Engineering Science learning community. This support integrates conceptual models, concrete techniques, and University resources, and addresses both academic and non-academic concerns. All courses within the Foundation Design sequence use engineering design to provide a context in which students integrate their knowledge, develop their emerging engineering identity, and codify their individual approach to engineering practice. | St. George | Division of Engineering Science | 0.5 | Fall | community, professional | educat | SDG4 | |
| 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 | University of Toronto Mississauga | 0.5 | community, partner | environment, production, food | SDG2, SDG12, SDG13 | ||
| FREC10H3 | Community-Engaged Learning in the Francophone Community | In this Community-Engaged course, students will have opportunities to strengthen their French skills (such as communication, interpersonal, intercultural skills) in the classroom in order to effectively complete a placement in the GTA's Francophone community. By connecting the course content and their practical professional experience, students will gain a deeper understanding of the principles of experiential education: respect, reciprocity, relevance and reflection; they will enhance and apply their knowledge and problem-solving skills; they will develop their critical thinking skills to create new knowledge and products beneficial to the Francophone community partners. | Scarborough | Language Studies | 0.5 | Winter | placement, community, experiential, partner, professional | 30 | educat | SDG4 |
| GER391H1 | 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 | Faculty of Arts and Science | 0.5 | placement, community, experiential, internship | institut, environment | SDG16 | ||
| 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. | Scarborough | University of Toronto Scarborough | 0.5 | Winter | community | 15 | urban | SDG11 |
| HMB490Y1 | Health in Community | An experiential learning course exploring health-related challenges and social determinants of health in partnership with local community organizations. Lectures and tutorials will support learning of selected biological and social aspects of health and disease, neuroscience, genetics or population health, and the development of scientific knowledge translation skills relevant to the community agencies. Cannot be taken concurrently with a full year research project course. | St. George | Human Biology Program | 1.0 | Fall+ | community, experiential, partner | 60 | health | SDG3 |
| HST400Y1 | Health Studies Practicum | For students enrolled in the Health Studies Specialist and Major programs. 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 | University College | 1.0 | Fall+ | placement | 15 | institut, health | SDG3, SDG16 |
| INF402H1 | Work Integrated Learning Practicum | The practicum provides hands-on experience to supplement theoretical knowledge and to develop professional competencies. Students will complete a minimum of 100 hours of project work through one of the following: an unpaid internship, a faculty research project, a not-for-profit or an industry-based project. Students will be required to keep a reflective learning journal based on their personal, professional and intellectual growth, as well as produce a final report on the completion of their placement or project. | St. George | Information | 0.5 | Summer | placement, internship, professional | industr | SDG9 | |
| 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 | Indigenous Studies Arts & Science | 0.5 | Winter | service | 15 | governance | SDG16 |
| INT200H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the student's progress and performance. This course does not carry credit weight, is evaluated as Credit/No Credit, and no tuition fee is associated. This course is only open to students admitted to the ASIP stream of their program of study for Year 2. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| INT300H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the students' progress and performance. This course is only open to students admitted to the ASIP stream of their program of study for Year 2. This course does not carry credit weight and is evaluated as Credit/No Credit. No tuition fee is associated, however an ancillary fee of $900 will be assessed. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| INT301H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the students' progress and performance. This course is only open to students admitted to the ASIP stream of their program of study for Year 3. This course does not carry credit weight and is evaluated as Credit/No Credit. No tuition fee is associated, however an ancillary fee of $900 will be assessed. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| INT400H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the students' progress and performance. This course is only open to students admitted to the ASIP stream of their program of study for Year 2. This course does not carry credit weight and is evaluated as Credit/No Credit. No tuition fee is associated, however an ancillary fee of $900 will be assessed. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| INT401H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the students' progress and performance. This course is only open to students admitted to the ASIP stream of their program of study for Year 3. This course does not carry credit weight and is evaluated as Credit/No Credit. No tuition fee is associated, however an ancillary fee of $900 will be assessed. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| INT450H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the students' progress and performance. This course is only open to students admitted to the ASIP stream of their program of study for Year 2. This course does not carry credit weight, is evaluated as Credit/No Credit, and no tuition fee is associated. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| INT451H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the students' progress and performance. This course is only open to students admitted to the ASIP stream of their program of study for Year 3. This course does not carry credit weight, is evaluated as Credit/No Credit, and no tuition fee is associated. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| INT471H1 | Arts & Science Internship Program - Professional Work Term | Students participate in a full-time, paid, career-related work experience totalling at least 420 hours within a 4-month period. Students compete for employment within the public, not-for-profit, or for-profit sectors. Students will be enrolled into the course once hired for an ASIP work term and the work experience must be approved by the Experiential Learning & Outreach Support (ELOS) Office. Student performance while on the work term will be monitored through a site visit and/or student and employer check-in. Students will be required to submit a learning plan at the start of each work term opportunity, reflective reports at regular intervals during the work period, a work term evaluation, and a final work term assignment (which may have different formats depending on the students' program). Employers will also be asked to submit a final evaluation of the students' progress and performance. This course is only open to students admitted to the ASIP stream of their program of study for Year 2. This course does not carry credit weight, is evaluated as Credit/No Credit, and no tuition fee is associated. | St. George | Arts and Science | 0.0 | experiential, internship, office, professional | employment | SDG8 | ||
| 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 | Geography, Geomatics and Environment | 1.0 | Fall+ | placement, internship | 15 | conserv, environment | SDG13, SDG14, SDG15 |
| 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 | Geography, Geomatics and Environment | 1.0 | Fall+ | placement, internship | 15 | environment | SDG13 |
| JLS476H1 | Linguistics in the Workforce: Clinical Practice and Research | This course exposes students to research and practical approaches in the context of health professions of relevance to linguistics students, especially audiology and speech-language pathology. Students learn about evidence-informed practice, research methodologies, practice approaches and theories in the health professions. Students will be poised to benefit from optional service learning placements during or following the course, in research laboratories or clinical settings. Successful completion of this course provides students with exposure and experience of use in their applications to audiology, speech-language pathology, and other clinical programs and in their future health or graduate studies. Not eligible for CR/NCR option. (Not offered every year). | St. George | Linguistics | 0.5 | placement, service | labor, health | SDG3 | ||
| JSC301H1 | Principles and Practices in Science Education | Fundamental principles and practices in education and public outreach in the sciences, mathematics, and engineering, including education research, curriculum, teaching, and assessment. Students will learn and apply effective strategies which engage and educate learners at the K-16 and public level. The course assignments include a project and/or placement experience. | St. George | Chemistry | 0.5 | Winter | placement | 28 | educat | SDG4 |
| KPE355Y1 | Interpersonal Theory in Kinesiology and Physical Education | This course will provide students an opportunity to develop their knowledge and competencies in interpersonal theory in Kinesiology and Physical Education. Topics covered in this course include, verbal and non-verbal communication strategies, active listening with patients/clients, reflective practice, managing conflict, decision making, teamwork, and leadership. This course draws upon previous coursework and integrates theory and practice across course learning activities to apply the course content to the breadth of populations and settings within the field of Kinesiology and Physical Education. As a part of the course, students will participate in a field experience (100 hours) with a mentor observing and engaging in interpersonal relations and participating in the planning and implementation of programs as appropriate. Course evaluation activities include weekly class and tutorial sessions, written assignments, presentations, and examinations. Notes: Classroom/tutorial sessions are two hours per week in addition to field experience. Please refer to the 'Fees and Financial Requirements' section of the calendar for information on ancillary fees. | St. George | Kinesiology and Physical Education | 1.0 | Fall, Winter | client | educat | SDG4 | |
| KPE455Y1 | Kinesiology and Physical Education in Society | This course builds upon KPE350Y1/KPE355Y1 to further students' theoretical grounding in the broader practice of Kinesiology and Physical Education in society. Topics covered in this course include, but are not limited to, emotional intelligence in the workplace, integrity in community relations, performance adaptability, diversity, creativity, ethics and professionalism, and work-life balance. Adopting a values-based approach to learning and development students will be encouraged to consider strategies for enhancing the practice of Kinesiology and Physical Education within society. As a part of this course, students will spend 100 hours in the field and will work closely with a mentor. Course evaluation activities include weekly class and tutorial sessions, written assignments, presentations, and examinations. Notes: Classroom/tutorial sessions are two hours per week in addition to field experience. For more information visit the professional placement page on our website. Please refer to the 'Fees and Financial Requirements' section of the calendar for details on ancillary fees. | St. George | Kinesiology and Physical Education | 1.0 | Fall, Winter | placement, community, professional | educat | SDG3, SDG4 | |
| MGAD45H3 | Corporate Governance and Strategy - CPA Perspective | This course examines issues in Corporate Governance in today's business environment. Through case studies of corporate "ethical scandals", students will consider workplace ethical risks, opportunities and legal issues. Students will also examine professional accounting in the public interest as well as accounting and planning for sustainability. This course includes work-integrated-learning components, and satisfies the WIL requirement of the BBA degree. | Scarborough | Management | 0.5 | Fall, Winter | professional | 40 | governance, environment | SDG16 |
| MIE315H1 | Design for the Environment | Life Cycle Assessment for the measurement of environmental impacts of existing products and processes. Design for Environment principles for the reduction of environmental impacts in new product and process designs. Functional, economic, and societal analysis taught for use in a major team-written project to compare and contrast two product or process alternatives for a client. Instruction and assessment of communication centered around course deliverables that will form part of an ongoing design portfolio. | St. George | Mechanical & Industrial Engineering | 0.5 | Winter | client | 72 | environment | SDG13 |
| MIE429H1 | Machine Intelligence Capstone Design | A half-year capstone design course in which students work in small teams to apply the engineering design, technical, and communication skills learned previously, while refining their skills in teamwork and project management. The course will take a "systems approach" to machine intelligence design, where students will identify, frame and design solutions to real-world problems in the field. Students will engage with industry partners, and work through a process that results in a functional prototype. 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 | Division of Engineering Science | 0.5 | Fall | partner, capstone | industr | SDG9 | |
| 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 demonstration of proof of the design concept. | St. George | Mechanical & Industrial Engineering | 1.0 | Fall+ | client, capstone | 190 | environment, health | SDG3, SDG13 |
| 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:The application of disciplinary knowledge and skills to conduct engineering analysis and design,The demonstration of engineering judgement in integrating economic, health, safety, environmental, social or other pertinent interdisciplinary factors,Elements of teamwork, project management and client interaction, andA demonstration of proof of the design concept. | St. George | Mechanical & Industrial Engineering | 1.0 | Fall+ | client, capstone | 190 | environment, health | SDG3, SDG13 |
| NEW495Y1 | Community Engaged Learning: Critical and Creative Perspectives on the Non-Profit Sector | 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 critical social justice issues and creative models of community-engagement practice from grassroots, community and non-profit organizations and other perspectives that support students' experiential, participatory and reflective learning. Not eligible for CR/NCR option. | St. George | New College | 1.0 | Fall+ | placement, community, experiential, partner, professional | justice | SDG16 | |
| NEW496H1 | Community Engaged Learning: Critical and Creative Perspectives on the Non-Profit Sector | 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 critical social justice issues and creative models of community-engagement practice from grassroots, community and non-profit organizations and other perspectives that support students’ experiential, participatory and reflective learning. Not eligible for CR/NCR option. | St. George | New College | 0.5 | placement, community, experiential, partner, professional | justice | SDG16 | ||
| 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 | Munk School of Global Affairs and Public Policy | 0.5 | Winter | placement, community, partner, service | 50 | justice | SDG16 |
| 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 | Pharmacology | 0.5 | Fall | community, partner, service | 30 | health | SDG3 |
| PCL397Y0 | Research Abroad in Pharmacology and Toxicology | An independent research project in a pharmacology and/or toxicology laboratory in an approved partner university. This international research experience will be supervised by a faculty member at the partner institution and will allow students to develop critical thinking and evaluation skills while applying their knowledge and trouble shooting skills to practical research questions. Not eligible for CR/NCR option. | Off Campus | Pharmacology | 1.0 | partner | institut, labor | SDG16 | ||
| 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 | Philosophy | 0.5 | Winter | partner | 30 | health | SDG3 |
| PHM105H1 | Medication Therapy Management 1 | Medication Therapy Management (MTM) involves a partnership between the patient, pharmacist, and other healthcare providers to promote safe and effective medication use so that desirable patient outcomes are attained. It is founded on the philosophy of Pharmaceutical Care, and may encompass an array of services, whereby the pharmacist employs a systematic patient-centered approach to define and achieve goals related to optimal pharmacotherapy. The MTM series of courses will be delivered longitudinally over three years of the undergraduate program, with MTM 1 being the first of the four-part course series. MTM 1 will allow students to begin to apply knowledge and develop skills needed to undertake MTM, with content drawn from co-requisite and pre-requisite courses. Lecture and laboratory sessions will be designed to facilitate guided, independent, and collaborative learning. A key element of MTM 1 is that students will have the opportunity to undertake the role of a pharmacist in a simulated community practice and will be responsible for various tasks such as conducting patient interviews, assessing the appropriateness of pharmacotherapy, providing medication-related patient education, actively participating in the medication-dispensing process, responding to drug information queries from patients and health care providers, documenting pharmacotherapeutic recommendations, and interpreting the pharmacists' ethical and legal obligations within provincial and federal regulatory frameworks. This course will introduce and develop fundamental knowledge, skills and attitudes intrinsic to the pharmacy students' professional identity development; these attributes will be transferable to diverse practice settings, and prepare students for their first year early experiential rotation. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Winter | community, experiential, partner, service, professional | labor, educat, health | SDG3, SDG4 | |
| PHM130H1 | Pharmaceutical Calculations | As pharmacists, you are expected to integrate your knowledge and skills gained throughout the pharmacy curriculum to provide direct patient care. Pharmacy practice is calculations intensive and accuracy is critically important to safe and effective patient care. As medication therapy experts, patients and other health care providers value and depend on pharmacists' expertise and accuracy in pharmaceutical calculations. Throughout the course, students will be required to complete pharmaceutical calculations with a focus on accuracy. A case based approach will be taken to familiarize students with real life examples of common calculations required to practice in community and hospital settings. The objective of this course is to prepare the student to apply knowledge and skills gained to other courses in the program, such as the early practice experience (EPE 1). | St. George | Leslie Dan Faculty of Pharmacy | 0.25 | Fall | community | health | SDG3 | |
| PHM151H1 | Early Practice Experience 1 | This course is the first of two early experiential rotations. Students will undertake this first EPE-1 during the summer following Year 1 (sometime between May and August). Each student will actively participate in day-to-day services within a community pharmacy practice setting, thus enabling application of knowledge, skills and values introduced in faculty-based courses and simulated practice environments (laboratories). Required activities include prescription/medication order processing, patient education, drug information provision, medication history taking, and observation of/participation in patient safety processes in the practice setting. Students also need to demonstrate effective communication skills, professionalism and teamwork during the rotation. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Fall, Winter | community, experiential, service, professional | environment, labor, educat | SDG4 | |
| PHM205H1 | Medication Therapy Management 2 | This Medication Therapy Management (MTM) course is the second of the four-part series of simulated pharmacy practice courses. MTM 2 will enable a student to continue to apply knowledge and develop skills needed by a pharmacist to provide patient care, using a systematic patient-care process to define and achieve the goals of optimizing safe, effective pharmacotherapy. MTM 2 course content is drawn from relevant co- and pre-requisite courses. Lectures and simulated practice sessions are designed to facilitate independent and collaborative learning that will be transferrable to diverse practice settings and prepare a student for early experiential learning. Students will be responsible to perform and document a comprehensive patient assessment to identify, resolve and prevent drug therapy problems, and educate patients on the appropriate use of medications. Students will be required to assess a patient's health status; integrate relevant information to recommend appropriate therapy, determine efficacy and safety endpoints for monitoring therapy, document a care plan, and appropriate follow-up parameters with patients to evaluate their response to therapy, in a simulated practice environment. Students will also actively participate in the medication dispensing process, prepare extemporaneously compounded pharmaceutical products and interpret the pharmacist’s professional, ethical and legal obligation within provincial and federal frameworks. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Fall | experiential, professional | environment, labor, educat, health | SDG3, SDG4 | |
| PHM206H1 | Medication Therapy Management 3 | Medication Therapy Management 3 (MTM 3) is the third of a four-part series of simulated pharmacy practice courses that is delivered longitudinally over three years of the undergraduate program. MTM 3 builds on the skills developed in MTM 1 and MTM 2, focusing on more comprehensive, integrated patient centred care. MTM is founded on the philosophy of Pharmaceutical Care and involves a partnership between the patient, pharmacist, and other health care providers to promote safe and effective medication use to achieve desirable patient outcomes. MTM 3 provides students learning opportunities to apply and integrate materials learned through all courses in the curriculum to date, using simulated practice-based interactions to enhance their patient-care skills. Lectures will provide foundational material and skills which will be applied in the simulated interactions. Simulated interactions will focus on developing effective patient-centered management of multidimensional drug-therapy anchored in a professional context, in preparation for the student’s second year practice experiential course. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Winter | experiential, partner, professional | health | SDG3 | |
| PHM251H1 | Early Practice Experience 2 | This course is the second of two early experiential rotations. Students will undertake EPE-2 during the summer following Year 2 (sometime between May and August). Each student will actively participate in day-to-day services within an institutional pharmacy practice setting, thus enabling application of knowledge, skills and values introduced in faculty-based courses and simulated practice environments (laboratories). Required activities include prescription/medication order processing, patient education, drug information provision, medication history taking, and observation of/participation in patient safety processes in the practice setting. Students also need to demonstrate effective communication skills, professionalism and teamwork during the rotation. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Fall, Winter | experiential, service, professional | institut, environment, labor, educat | SDG4 | |
| PHM348H1 | Intermediate Pharmacy Practice Experience | This direct patient care rotation is designed to build and enhance students' knowledge, skills, and attitudes in the provision of direct patient care in institutional, community or ambulatory pharmacy practice. The rotation will build on knowledge, skills and behaviours acquired in academic courses and earlier experiential rotations throughout the curriculum. This rotation will occur in sites serving a variety of health care needs, including, for example, acute care, rehabilitation, pediatric, geriatric, chronic care and specialty populations. Care may be provided in any patient care setting such as a hospital, family health team, community pharmacy, ambulatory clinic or other types of patient care practices, with an emphasis on establishing a context for the provision of pharmaceutical care in a clinical setting. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, provision of follow-up evaluation and appropriate documentation. Students will communicate with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, with regular communication with team members to share and document their assessment of the patient’s medication related needs and recommendations to address those needs. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | community, experiential | institut, labor, educat, health | SDG3, SDG4, SDG16 | ||
| PHM350H1 | Pharmacotherapy in Ambulatory Care | Ambulatory care pharmacists are accountable for addressing drug therapy needs and developing sustained partnerships with patients in an outpatient environment. They practice in primary care, family health teams, community pharmacies and specialty clinics. This practice can be independent or in a collaboration with other health care providers. Ambulatory care pharmacists require the knowledge and skills to triage, prescribe, administer and monitor medication therapies. They provide pharmaceutical care to patients with a variety of medical conditions and levels of acuity. This course will provide students with the knowledge, skills, and values to be a contemporary ambulatory care practitioner with an emphasis on ambulatory care sensitive conditions, preventative care, minor ailments and natural health products. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Winter | community, partner | environment, labor, health | SDG3 | |
| PHM402H1 | Institutional Practice Direct Patient Care 2 | All students will be required to complete two 5-week institutional rotations. At least five weeks will be in an adult in-patient service; the other five weeks may be in any area of the institution (including ambulatory clinics and pediatric populations). These rotations will ideally occur within academic health care institutions. The emphasis for all direct patient care rotations is for the student to be immersed in the responsibility of providing pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, carry out a follow-up evaluation and appropriate documentation. Students will communicate effectively with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, engaging in regular communication and documenting their assessment of patients’ medication related needs and recommendations to address those needs. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Winter | service | institut, labor, educat, health | SDG3, SDG4 | |
| PHM411H1 | Community Practice Direct Patient Care 1 | These Advanced Pharmacy Practice Experience (APPE) rotations occur within academic community pharmacies, with an emphasis on the provision of pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, patient monitoring including physical and laboratory assessment, and carry out a follow-up evaluation and appropriate documentation. Students will educate and communicate effectively with patients and other health care providers, thereby providing medication therapy management, promoting health and wellness, and ensuring patient safety. The collaboration with other health care disciplines and acting as a member of a patient care team will be vital in providing optimum patient care. Students will manage accurate and effective drug distribution under the supervision of the pharmacist and will participate in expanded scopes of pharmacy practice. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Winter | community | labor, educat, health | SDG3, SDG4 | |
| PHM414Y1 | Community Practice Direct Patient Care | All students will be required to complete a 10-week rotation in a community pharmacy setting. This type of rotation will ideally be held at an academic community pharmacy, with an emphasis on the provision of pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, patient monitoring including physical and laboratory assessment, and carry out a follow-up evaluation and appropriate documentation. Students will educate and communicate effectively with patients and other health care providers, thereby providing medication therapy management, promoting health and wellness, and ensuring patient safety. The collaboration with other health care disciplines and acting as a member of a patient care team will be vital in providing optimum patient care. Students will manage safe and effective drug distribution under the guidance and supervision of the pharmacist as appropriate, and will participate in the full scope of pharmacy practice. | St. George | Leslie Dan Faculty of Pharmacy | 1.0 | Winter | community | labor, educat, health | SDG3, SDG4 | |
| PHM452H1 | Elective Direct Patient Care 2 | These rotations will occur in sites serving a variety of health care needs, including, for example, acute care, rehabilitation, pediatric, geriatric, chronic care and specialty populations. Care may be provided in an institution, family health team, community pharmacy, ambulatory clinic or other types of patient care practices, with an emphasis on the provision of pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, carry out a follow-up evaluation and appropriate documentation. Students will communicate regularly with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, engaging in regular communication and documenting their assessment of patients' medication related needs and recommendations to address those needs. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Winter | community | institut, labor, educat, health | SDG3, SDG4 | |
| PHM462H1 | Elective Non Direct Patient Care 2 | These 5-week elective rotations are designed for the student to gain insight into the structure and functions of various areas of pharmacy practice and/or the health care system, which may require a diversity of knowledge or skills (e.g., pharmacy administration, policy development, drug utilization review, research, etc.). Such rotations enable students to gain awareness of a variety of roles for pharmacists and enhance the students' understanding of the broader scope within which pharmacists work. The rotation will build on the knowledge, skills and behaviours acquired in earlier academic courses and other experiential rotations. The specific focus of the students' activities and rotation-specific learning objectives will be determined through a collaborative discussion between the preceptor and student, taking into account the needs of the site and student interest. Each student may complete a maximum of two 5-week NDPC rotations. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Winter | experiential | labor, health | SDG3 | |
| PHM762H1 | Elective Rotation II | The rotation is designed to allow student to acquire insight into the structure and functions of various areas of pharmacy practice or the health care system, which may require different knowledge or skills (e.g. pharmacy administration, policy development, drug utilization review, research, etc.). The rotations build on knowledge, skills, and behaviours acquired in earlier academic courses and experiential rotations. | St. George | Leslie Dan Faculty of Pharmacy | 0.5 | Fall, Winter | experiential | health | SDG3 | |
| 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 | Biological Sciences | 0.5 | Fall | community, service | 40 | health | SDG3 |
| POLC65H3 | Political Strategy | This course focuses on analyzing and influencing individual and collective choices of political actors to understand effective strategies for bringing about policy changes. We will draw on the psychology of persuasion and decision-making, as well as literature on political decision-making and institutions, emphasizing contemporary issues. During election years in North America, special attention will be paid to campaign strategy. There may be a service-learning requirement. Area of Focus: Public Policy | Scarborough | Political Science | 0.5 | service | institut | SDG16 | ||
| PRT423H1 | Community Engaged Learning of Portuguese in Toronto and the GTA | This course combines advanced language instruction with the richness and complexity of the Lusophone work experience in Toronto, promoting Community Engaged Learning (CEL) as a vehicle for greater linguistic fluency and cultural understanding. Students are placed with community organizations within the Greater Toronto Area and volunteer for 2 hours per week, furthering their language skills and their cultural knowledge. Class work focuses on developing students' communication skills through exposure to a range of topics, from financial, legal, medical to educational, and to an extensive variety of styles and registers in Portuguese. Therefore, students meet real needs in the community by applying knowledge from their Portuguese courses. | St. George | Faculty of Arts and Science | 0.5 | community | educat | SDG4 | ||
| PSL496Y1 | Translational Physiology Research Project | Engage in supervised original science research, either basic or clinical, combined with a healthcare placement. Develop skills in defining scientific questions, designing experiments, analyzing data, and communicating your results. Gain insight into the power of translational bench-to-bedside research. Discover your interest in becoming a science researcher. Not eligible for CR/NCR option. | St. George | Faculty of Arts and Science | 1.0 | placement | health | SDG3 | ||
| PSL497H1 | Translational Physiology Research Project | Engage in original science research, either basic or clinical, combined with a healthcare placement. Develop skills in defining scientific questions, designing experiments, analyzing data, and communicating your results. Gain insight into the power of translational bench-to-bedside research. Discover your interest in becoming a science researcher. Not eligible for CR/NCR option. | St. George | Faculty of Arts and Science | 0.5 | placement | health | SDG3 | ||
| PSY204H1 | Psychology Careers and Applications | Psychology has been identified as a hub science, a discipline whose research influences the work of scientists in many other fields. This course will provide students with a broad introduction to the application of the psychological sciences across various clinical, academic, and industry contexts. Students will gain valuable insight into the broad range of careers that are relevant to psychology, while also investigating barriers to rigorous application of psychological science in applied settings. Students will also learn how the skills and knowledge gained in an undergraduate psychology program can be applied to a broad range of careers and fields/sectors. Students will gain significant exposure to career and education planning considerations within the psychological sciences and will participate in at least one experiential career exploration activity. | St. George | Psychology | 0.5 | Winter | experiential | 188 | industr, educat | SDG4, SDG9 |
| RLG376H1 | Touching the Earth | A study of Buddhist relationships with the earth, including “earth touching” contemplative practices, ritual ceremonies for land spirits or sacred sites, geomantic and cosmographic traditions, the use of landscape imagery to depict enlightenment, contrasts between wilderness and urban spaces, and contemporary ecological movements in Buddhist communities and their responses to climate disruption. The course combines experiential learning approaches and outdoor excursions with reading and written work. | St. George | Department for the Study of Religion | 0.5 | Fall | experiential | 60 | ecolog, climate, urban | SDG11, SDG13, SDG15 |
| RLG426H1 | Religion in the Public Sphere: Community-Engaged Learning | For upper-year students, from any discipline. In a 30-hour community service placement, discover first-hand religion's significance in Toronto and examine how religion manifests in public spaces, institutions, and interactions, while critically reflecting on the experience of working in settings where religious diversity is at play. The Religion in the Public Sphere (RPS) coordinator's permission is required for admission to the course. | St. George | Department for the Study of Religion | 0.5 | Winter | placement, community, service | 15 | institut | SDG16 |
| 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). Note: International students should visit the International Education Centre to ensure they have the appropriate documentation required to work in Canada well before the start of the course/internship. | Mississauga | Sociology | 1.0 | Fall+ | community, experiential, internship, service, office | 40 | institut, educat | SDG4, SDG16 |
| URB437Y1 | 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 | Innis College | 1.0 | Fall+ | community, internship, office | 20 | governance, urban | SDG11, SDG16 |
| 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 | Victoria College | 0.5 | Fall | community, service | 25 | rights, justice | SDG16 |
| VIC451H1 | Capstone: Learning Communities and Higher Education | This course examines higher education in Canada using Victoria University and Victoria's affiliates as a case study. Topics covered include learning communities, mentoring, experiential learning, and international contexts of education. Students gain practical mentorship experience through placement in first-year Victoria College courses. Not eligible for CR/NCR. | St. George | Victoria College | 0.5 | Fall+ | placement, experiential, capstone | 10 | educat | SDG4 |
| VIC452H1 | Work-Integrated Capstone Course | This seminar provides academic support for individual work placements in a specific sector of employment, through interdisciplinary readings, integrative discussion, and critical reflection on the culture of labour and the acquisition of workplace skills and experience. Assignments will include reflective exercises and critical analyses, leading to participation in a capstone seminar. Not eligible for CR/NCR. | St. George | Victoria College | 0.5 | placement, capstone | labour, employment | SDG8 | ||
| 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. | Mississauga | Historical Studies | 1.0 | Fall+ | placement, community | 12 | women, gender, educat | SDG4, SDG5 |
| 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 | Women and Gender Studies Institute | 1.0 | Fall+ | placement, community | 10 | women, gender | SDG5 |
| WSTC23H3 | Community Engagement Practicum | community, experiential | Scarborough | Historical & Cultural Studies | 0.5 | community, experiential | women, gender, educat | SDG4, SDG5 | ||
| WSTC30H3 | Special Topics in Women's and Gender Studies | An examination of a current topic relevant to women and gender studies. Students will have the opportunity to explore recent scholarship in a specific content area which will vary from year to year. Participation in a related project/practicum in the community may be incorporated into the course. | Scarborough | Historical & Cultural Studies | 0.5 | Winter | community | 40 | women, gender | SDG5 |
| WSTC31H3 | Special Topics in Women's and Gender Studies | An examination of a current topic relevant to women's and gender studies. Students will have the opportunity to explore recent scholarship in a specific content area which will vary from year to year. Participation in a related project/practicum in the community may be incorporated into the course. | Scarborough | Historical & Cultural Studies | 0.5 | community | women, gender | SDG5 | ||
| WSTD11H3 | Special Topics in Women's and Gender Studies | An advanced and in-depth seminar dedicated to a topic relevant to Women's and Gender Studies. Students will have the opportunity to explore recent scholarship in a specific content area, which will vary from year to year. Participation in a related project/practicum in the community may be incorporated into the course. | Scarborough | University of Toronto Scarborough | 0.5 | community | women, gender | SDG5 |