University of Toronto’s 2023-2024 Experiential Learning (EL) Sustainability Inventory
The Experiential Learning (EL) Sustainability Course Inventory gathers information about all sustainability-related undergraduate courses at the University of Toronto that provide practical, real-world opportunities for students to apply their sustainability knowledge. This EL inventory builds off of U of T’s Sustainability Course Inventory, which contains all sustainability-related courses based on the United Nations’ Sustainable Development Goals (SDGs).
Experiential learning opportunities can take many different forms, incorporating disciplinary outcomes, engaging students in authentic experiential practices, providing opportunities for competency development, and are supported by structured critical reflection.
Sustainability-focused EL Courses should cover the following criteria:
- It is a credit-bearing academic course with a full or partial EL component.
- It takes place in partnership with an external partner, such as:
- a community, grassroots, nonprofit, or public organization, for example as part of a Community Engaged-Learning (CEL) course, or;
- a for-profit partner, for example as part of an Academic Internship or Co-op/Professional Work Term.
- It responds to partner-led priorities.
- It is reciprocal so both the organizational partner and the students benefit from the engagement.
- Students undertake reflection that connects their community/partner engagement to the learning outcomes of the initiative.
- It works towards one or more of the sixteen (SDGs).
The 2023-24 Sustainability EL course inventory includes 117 courses. The purpose of this inventory is to increase the visibility of sustainability courses that foster community engagement and partnerships.
In the 2023-24 Sustainability Undergraduate Course Inventory, the following ten EL keywords were used to filter for potential EL courses: placement, community engag*/community-engag*, experiential, internship, partner, client, service learning/service-learning, capstone project, office, professional. The search results were then manually reviewed for quality assurance by CECCS. Any output deemed irrelevant to EL based on the course description has been removed. If you are an instructor at the University of Toronto and think an EL course should be included or removed from this inventory, please contact kristy.bard@utoronto.ca.
| Course Code | Course Title | Course Description | Division | SDG Keyword(s) | SDGs | EL Keywords |
|---|---|---|---|---|---|---|
| AFSA03H3 | Experiencing Development in Africa | This experiential learning course allows students to experience first hand the realities, challenges, and opportunities of working with development organizations in Africa. The goal is to allow students to actively engage in research, decision-making, problem solving, partnership building, and fundraising, processes that are the key elements of development work. Same as IDSA02H3 | University of Toronto Scarborough | learning | SDG9,SDG10,SDG17 | experiential, partner |
| AFSC19H3 | Community-Driven Development: Cooperatives, Social Enterprises and the Black Social Economy | This course introduces students to alternative business institutions (including cooperatives, credit unions, worker-owned firms, mutual aid, and social enterprises) to challenge development. It investigates the history and theories of the solidarity economy as well as its potential contributions to local, regional and international socio-economic development. There will be strong experiential education aspects in the course to debate issues. Students analyze case studies with attention paid to Africa and its diaspora to combat exclusion through cooperative structures. Same as IDSC19H3 | University of Toronto Scarborough | socio-economic, worker, invest, institut | SDG1,SDG8,SDG9,SDG10,SDG12 | experiential |
| APS330H1 | Interdisciplinary Studies for Sustainability & Innovation | This is an interdisciplinary and multi-university project-based course focused on positively impacting the complex sustainability challenges faced by real-world communities around the world. Throughout this course, students work in small (three to five person) interdisciplinary and multi-university teams in order to (1) identify and understand a well-defined sustainability (social and/or environmental) problem faced by a real-world community, and then (2) devise, design and propose an implementable idea for positively impacting that problem. During the course, students are provided with multiple facilitated and structured opportunities to: engage directly with local stakeholders from the community their team is focused on; receive mentorship from a global network of experienced sustainability and innovation experts; and collaborate with a diverse array of students from other disciplines and institutions working on similar sustainability problems with other communities around the world. Admission to this course will be by application conducted in the Fall. The schedule for this course will be determined in the Fall in consultation with the participating universities. Students will be able to select the section that best fits their schedule. | Applied Science & Engineering, Faculty of | labor, environmental, institut | SDG8, SDG13, SDG16 | |
| ARC490Y1 | Multidisciplinary Urban Capstone Project | An experience in multi-disciplinary architectural practice through a significant, open-ended, client-driven design project in which student teams address stakeholder needs through the use of a creative and iterative design process. | Architecture, Landscape, and Design, John H. Daniels Faculty of | urban | SDG9, SDG11 | client, capstone project |
| BIO416H5 | Field Course in Ecology | Students may choose from a variety of field courses offered through a cooperative arrangement among ecologists at ten Ontario universities. Courses involve a two-week period at a field site in early May or late August, and require a major paper or project report be submitted within six weeks of course completion. A fee for room and board is usually charged over and above tuition. Lists of courses available are posted at http://www.oupfb.ca/info.html Please check this link in January for application dates. Information can also be found on the UTM Biology website. | University of Toronto Mississauga | ecolog | SDG15 | |
| CCT318H5 | Sustainability and the Digital Enterprise | This course focuses on investigating the impacts of the digital enterprise on sustainability. The course presents an overview of the sustainability challenges and the concrete approaches to solving those challenges with the use of technology. The course uses an active learning approach allowing students the opportunity to learn while working on different sustainability projects linked to digital enterprises. | University of Toronto Mississauga | learning, invest | SDG4,SDG9,SDG11 | |
| CCT404H5 | Remote Work, Technology and Collaboration | 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. | University of Toronto Mississauga | health care, learning, labor, urban | SDG3, SDG8, SDG11 | experiential |
| CHE399H1 | Professional Engineering Consultancy | Students are provided with an open-ended and iterative learning experience through a consulting engineering project. Students tackle an authentic design challenge with limited background knowledge, while being guided by instructors who simulate the client-consultant relationship. The project brings together technical and professonal competencies from across eight graduate attributes to enable holistic learning: problem analysis; investigation; design; individual and team work; communication skills; professionalism; economics and project management; lifelong learning. | Applied Science & Engineering, Faculty of | knowledge, learning, invest | SDG9,SDG11 | client, professional |
| 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. | Applied Science & Engineering, Faculty of | environmental | SDG13 | client, professional |
| CHMB16H3 | Techniques in Analytical Chemistry | An introduction to the principles and methods of classical analysis and the provision of practical experience in analytical laboratory techniques. The course deals primarily with quantitative chemical analysis. Classical methods of volumetric analysis, sampling techniques, statistical handling of data are studied, as well as a brief introduction to spectro-chemical methods. This course includes a four hour laboratory every week. | University of Toronto Scarborough | labor | SDG11 | |
| 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 | University of Toronto Scarborough | healthcare, learning | SDG3, SDG9 | experiential |
| 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. | University of Toronto Scarborough | urban | SDG11 | community |
| 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. | University of Toronto Scarborough | learning, infrastructure, invest, transit | SDG4,SDG9,SDG11 | experiential |
| 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. | Arts and Science, Faculty of | pollution, learning, environmental, pollut, criminal justice | SDG3,SDG13,SDG16 | service learning |
| CSC454H1 | The Business of Software | Designed and delivered by industry experts in successful commercialization of tech startups, this course focuses on the development of a viable business and startup in partnership and mentorship from industry businesses and entrepreneurs. The course is designed to be taken by students from any faculty or discipline. It focuses on helping them understand and develop business sense, introduce modern customer development, and teach skills in product development, financial management, marketing, and leadership. Alongside the software engineering abilities of CSC491H1 teammates, skills learned in CSC454H1 will aid the development of a viable startup. For more details visit our website at https://www.dcsil.ca/student-courses. Not eligible for CR/NCR option. Students must submit an application to the course describing relevant interests, experience, and skills and general academic history. On this application, you will indicate whether you wish to be considered for CSC454H1 only, or CSC454H1 and CSC491H1. Application questions are set and assessed by the instructor. Applications are due in summer for the Fall term, and late fall for the Winter term. Please visit https://q.utoronto.ca/courses/221753/pages/400-level-course-balloting-and-applications for application deadlines and details. A decision on your application will be confirmed approximately 2-3 weeks after the application deadline, so students should enrol in an alternate course until the results of their application are confirmed. | Arts and Science, Faculty of | entrepreneur | SDG8, SDG9 | partner |
| CTLB03H3 | Introduction to Community Engaged Learning | In this experiential learning course, students apply their discipline-specific academic knowledge as they learn from and engage with communities. Students provide and gain unique perspectives and insights as they interact with community partners. Through class discussions, workshops and assignments, students also develop transferable life skills such as interpersonal communication, professionalism and self-reflection that support their learning experiences and help them connect theory and practice. | University of Toronto Scarborough | knowledge, learning | SDG4,SDG11 | community engag, experiential, partner, professional |
| EDS200H5 | Learning Through the Lifespan | This course focuses on the physical skills, cognitive abilities, and socioemotional experiences that shape an individual’s capacity to learn throughout the lifespan (i.e., infancy to late adulthood). It will address how learning is a lifelong process and how we are continually educating ourselves in different ways by incorporating strategies that best suit our lifespan stage. Critical research and theorists will be discussed to enhance the topics presented. Students are required to complete an 8-hour field experience, and obtain a valid vulnerable sector police check in advance of placement. | University of Toronto Mississauga | learning | SDG4 | placement |
| 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] | University of Toronto Mississauga | equity, equit | SDG4, SDG10, SDG5 | community |
| EESC25H3 | Urban Climatology | This course will focus on how urban areas modify the local environment, particularly the climates of cities. The physical basis of urban climatology will be examined considering the energy balance of urban surfaces. The urban heat island phenomenon and its modelling will be studied based on conceptual and applied urban-climate research. The impact of climate change on urban sectors such as urban energy systems, water and wastewater systems, and urban transportation and health systems will be examined through case studies. Students will have the opportunity to choose their own areas of interest to apply the knowledge they learn throughout the course and demonstrate their understanding in tutorial-based discussions. The students will be required to work with community or industry partners on a project to assess the impacts or urban climate change. | University of Toronto Scarborough | knowledge, water, energy, cities, urban, waste, climate, land | SDG6,SDG7,SDG11,SDG12,SDG13,SDG15,SDG16 | partner |
| EESD17Y3 | Cohort Capstone Course in Environmental Studies | This course is designed to provide a strong interdisciplinary focus on specific environmental problems including the socioeconomic context in which environmental issues are resolved. The cohort capstone course is in 2 consecutive semesters, providing final year students the opportunity to work in a team, as environmental researchers and consultants, combining knowledge and skill-sets acquired in earlier courses. Group research to local environmental problems and exposure to critical environmental policy issues will be the focal point of the course. Students will attend preliminary meetings schedules in the Fall semester. Same as ESTD17Y3 | University of Toronto Scarborough | socioeconomic, knowledge, environmental | SDG4, SDG3 | capstone |
| 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. | University of Toronto Scarborough | invest, environmental | SDG9,SDG13,SDG17 | professional |
| EDS261H1 | Child and Adolescent Development in Education | This course examines how children and adolescents develop and explores how best to facilitate their growth and learning in the area of education. Major topics include cognitive, emotional, social, moral, physical and language development. Themes addressed include interpersonal relationships such as pro-social and aggressive behaviour, as well as the influence of schooling, family life and culture. This course includes an experiential learning component whereby students will profile a child based on their cognitive, social-emotional, and physical development. Restricted to students enrolled in the Education and Society Minor. | Arts and Science, Faculty of | learning | SDG3, SDG5, SDG10 | experiential |
| EMU425H1 | Mus & Urban Engagement with Youth in Detention | 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. | Music, Faculty of | invest, urban, social justice | SDG10,SDG11,SDG16 | professional |
| EMU437H1 | Internship: Anti-Racism and Anti-Oppressive Mus Education | Students will undertake a unique internship opportunity in partnership with the Toronto District School Board and the Marigold Team (a Black-led organization with a mission to change the visual landscape of music education). Students will lead a series of music education workshops, in schools identified as high needs, that explore culturally relevant and culturally responsive music education through an anti-oppression and anti-racism lens. The focus will be on prioritizing the socio-emotional awareness and well-being of students, while facilitating conversations about historical practices in music education that value one form of musicking over another. Students will be mentored by leaders in Equity, Diversity, and Inclusion. Placements must be approved by the instructor during the first week of classes. | Music, Faculty of | well-being, equity, anti-racism, racism, anti-oppression, equit, anti-oppressive, land | SDG3,SDG4,SDG10 | placement, internship, partner |
| EMU485H1 | Advanced Topics in Music & Childhood | Designed as a continuation of EMU370Y, this course will give students an opportunity to study issues pertaining to the practice of culturally relevant and responsive music teaching and learning strategies in childhood. Students will begin to formulate their own theory for the curricular development of programmes for children and school and community school contexts. Seminars and practicum experiences will be supplemented by individual research projects. | Music, Faculty of | learning | SDG4 | community |
| ENGC74H3 | Persuasive Writing and Community-Engaged Learning | This course is an introduction to the theory and practice of rhetoric, the art of persuasive writing and speech. Students will study several concepts at the core of rhetorical studies and sample thought-provoking work currently being done on disability rhetorics, feminist rhetorics, ethnic rhetorics, and visual rhetorics. A guiding principle of this course is that studying rhetoric helps one to develop or refine one's effectiveness in speaking and writing. Toward those ends and through a 20-hour community-engaged learning opportunity in an organization of their choice, students will reflect on how this community-based writing project shapes or was shaped by their understanding of some key rhetorical concept. Students should leave the course, then, with a "rhetorical toolbox" from which they can draw key theories and concepts as they pursue future work in academic, civic, or professional contexts. | University of Toronto Scarborough | disabilit, learning, feminis | SDG4,SDG5,SDG10,SDG17 | community-engag, professional |
| 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] | University of Toronto Mississauga | labor, environmental | SDG13 | community, internship, partner, office |
| ENV421Y1 | Community Research for Social & Environmental Change | This research course will provide students with an opportunity to engage in an action-focused, community-based group research project. This course is restricted to students enrolled in a program or certificate at the School of the Environment, or special permission of the Undergraduate Associate Director. | Arts and Science, Faculty of | environmental | SDG4 | community |
| 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. | Arts and Science, Faculty of | environmental | SDG13 | placement, office, professional |
| 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. | Arts and Science, Faculty of | labor, transit | SDG4,SDG8,SDG11 | partner, client, office |
| ENV463H1 | Edible Campus | This course situates students and campuses within the context of broader movements for more ecologically rational and socially-just food systems. Topics include critical food systems pedagogy; the political economy of campus food systems; student food (in)security and health; campus food systems alternatives; campus food growing spaces; student/campus-based food movements; campus-community partnerships. The course is praxis-driven and will provide students with opportunities to engage in change-making on their campus, and beyond, through an action-focused project with a campus and/or community partner. | Arts and Science, Faculty of | food system, pedagogy, ecolog | SDG2,SDG3,SDG11, SDG12 | partner |
| 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. | Arts and Science, Faculty of | environmental | SDG13 | placement, office, professional |
| 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. | Arts and Science, Faculty of | labor, transit | SDG4,SDG8,SDG11 | partner, client, office |
| ENV496H5 | Restoration Ecology II | The follow-up course to Restoration Ecology I, ENV496 will build on its theoretical foundations to focus on student involvement in a variety of restoration projects planned or underway by Credit Valley Conservation and other groups in Mississauga and the greater Credit Valley watershed. The emphasis here is on planning and implementation of restoration projects; good scientific design; understanding policies and procedures; identifying and working with stakeholders, etc. Occasional field exercises may be scheduled during regular class meeting times. | University of Toronto Mississauga | water, conserv, ecolog | SDG6 | |
| 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. | Applied Science & Engineering, Faculty of | knowledge, learning, transit | SDG4,SDG11 | professional |
| ESC102H1 | Praxis II | Praxis II develops the models and tools of design, communication, teamwork, and professionalism introduced in Praxis I. The course also introduces additional complementary considerations including ethics and equity. In Praxis II students work primarily in small teams to develop and refine their knowledge and skills in through a combination of active lectures, structured interactive studios, and hands-on practical sessions. The design projects in Praxis II are scoped to communities within the broader City of Toronto. Student teams are responsible for identifying and engaging with these communities, and for first framing and then resolving a collaboratively identified opportunity.Praxis II culminates in a public showcase where teams present and demonstrate their designs to their stakeholders and to the general public. Praxis II also continues to support students as they integrate more fully into the Engineering Science learning community. 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. | Applied Science & Engineering, Faculty of | knowledge, learning, equity, labor, equit | SDG4,SDG11 | professional |
| ESTD17Y3 | Cohort Capstone Course in Environmental Studies | This course is designed to provide a strong interdisciplinary focus on specific environmental problems including the socioeconomic context in which environmental issues are resolved. The cohort capstone course is in 2 consecutive semesters, providing final year students the opportunity to work in a team, as environmental researchers and consultants, combining knowledge and skill-sets acquired in earlier courses. Group research to local environmental problems and exposure to critical environmental policy issues will be the focal point of the course. Students will attend preliminary meetings schedules in the Fall semester. Same as EESD17Y3 | University of Toronto Scarborough | socioeconomic, knowledge, environmental | SDG4, 3 | capstone |
| FRE384H1 | Teaching French as a Second Language | This course is designed for students who aim for a career in teaching French as a second language. It introduces recent methods and approaches and increases student understanding of pedagogical issues and curriculum expectations with a consideration of learning styles, lesson design and methods of evaluation. The course includes an experiential learning component in partnership with local school boards and private schools. | Arts and Science, Faculty of | learning | SDG4 | experiential, partner |
| 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. | University of Toronto Scarborough | knowledge, learning | SDG4,SDG11,SDG16 | placement, community-engag, experiential, partner, professional |
| 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. | Arts and Science, Faculty of | knowledge, learning, institut | SDG4,SDG16 | placement, community-engag, experiential, internship |
| GGR442H5 | GIS Capstone Project | Students apply prerequisite knowledge and techniques to real-world GIS projects requested by external clients. Through background research, proposal, data management, and implementation, students develop GIS professional competencies, which will be demonstrated through collaboration, presentations and reports. | University of Toronto Mississauga | knowledge, labor | SDG4,SDG8 | client, capstone project, professional |
| GGR493Y1 | Geography ProfessionalExper | Undertake professional placement matching academic interests and career goals. Students meet regularly during the year in class to cover topics such as: reflective writing, project management, career planning, and the application of academic skills in professional contexts. Research project required that connects a topic related to placement with academic literatures. Normally, one day per week spent at placement site. For students in their final year of a Geography major or specialist program of study, or the GIS Minor. Satisfies program requirements based on placement. Students must submit an application directly to the Department in the spring (see the Geography website for details in March). Course may be limited by size. Not eligible for CR/NCR option. | Arts and Science, Faculty of | learning | SDG8, SDG12, SDG13, SDG15 | placement, experiential, internship, professional |
| 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. | University of Toronto Mississauga | institut | SDG8 | placement, internship |
| HISB22H3 | Histories of Black Feminism Canada: From Runaway Slaves to #BlackLivesMatter | This introductory survey course connects the rich histories of Black radical women's acts, deeds, and words in Canada. It traces the lives and political thought of Black women and gender-non-conforming people who refused and fled enslavement, took part in individual and collective struggles against segregated labour, education, and immigration practices; providing a historical context for the emergence of the contemporary queer-led #BlackLivesMatter movement. Students will be introduced, through histories of activism, resistance, and refusal, to multiple concepts and currents in Black feminist studies. This includes, for example, theories of power, race, and gender, transnational/diasporic Black feminisms, Black-Indigenous solidarities, abolition and decolonization. Students will participate in experiential learning and engage an interdisciplinary array of key texts and readings including primary and secondary sources, oral histories, and online archives. Same as WSTB22H3 Canadian Area | University of Toronto Scarborough | learning, gender, women, queer, feminis, labour, indigenous, decolonization | SDG5,SDG8,SDG10 | experiential |
| HMB440H1 | Dementia | This course, featuring a service-learning component, explores dementia. In patients with dementia, intellectual, social and occupational functioning deteriorate. The course addresses the multi-disciplinary aspects of dementia (clinical, genetic, molecular, social) with a focus on the most common cause of dementia, Alzheimer's disease. Enrolment is by application. Detailed application instructions are available on the HMB Special Enrolment website: https://www.hmb.utoronto.ca/special-enrolment. The application will ask about motivation and/or relevant experience. Applications are received during priority course enrollment, and late applications considered if space remains. Specific application review and response dates will be available on the HMB Special Enrolment website. Applications will be assessed based on prerequisites, submitted answers to application prompts and cGPA. This course is open to all Human Biology students. | Arts and Science, Faculty of | learning | SDG4 | service-learning |
| HMB443H1 | Global Hidden Hunger | Vitamin and mineral deficiencies, termed "hidden hunger," affect about half the world's population. Explore the global nature, catastrophic consequences, and causes of these deficiencies. Discuss formulation and implementation of international, national, and local policies to alleviate "hidden hunger" especially in infants and young children. A service-learning opportunity is integrated. Students will be required to contribute to a local community organization while using course knowledge to develop a project or initiative beneficial to the organization and community. Enrolment is by application. Detailed application instructions are available on the HMB Special Enrolment website: https://www.hmb.utoronto.ca/special-enrolment. The application will ask about motivation and/or relevant experience. Applications are received during priority course enrollment, and late applications considered if space remains. Specific application review and response dates will be available on the HMB Special Enrolment website. Applications will be assessed based on prerequisites, submitted answers to application prompts and cGPA. This course is open to all Human Biology students. | Arts and Science, Faculty of | knowledge, learning | SDG4 | service-learning |
| 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. Enrolment is by application. Detailed application instructions are available on the HMB Special Enrolment website: https://www.hmb.utoronto.ca/special-enrolment. The application will ask about motivation and/or relevant experience. . Applications are received during priority course enrollment, and late applications considered if space remains. Specific application review and response dates will be available on the HMB Special Enrolment website. Applications will be assessed based on prerequisites, submitted answers to application prompts and cGPA. This course is open to all Human Biology students. | Arts and Science, Faculty of | knowledge, learning | SDG4 | experiential, partner |
| HMB491Y1 | Project in Biotechnology Industry | Students undertake an academic internship in the biotechnology sector, in addition to meeting regularly in class to discuss and share their experiences. The course is designed to provide students with an opportunity to apply academic learning in a professional context, build their network, and explore potential career paths. Students will be required to complete 200 hours with a placement partner over the duration of the course (normally 8 hours/week). The course is open to fourth year students. Students work with course staff to secure their internship with our partner organizations. Enrolment is by application. Detailed application instructions are available on the HMB Special Enrolment website: https://www.hmb.utoronto.ca/special-enrolment. Application packages will be accepted in April every year, and specific due date, course/placement information, and the application form can be found in the website. The application will ask about goals, course expectations and relevant knowledge & experience. Applications will be assessed based on prerequisites, submitted answers to application prompts and relevant knowledge. Course enrolment will be based on the number of internship opportunities available (which will vary from year-to-year), student qualifications (e.g. performance in relevant courses, qualifications related to the internship positions on offer, and interview performance). Final acceptance into the course is dependent on the official acceptance of a student as an intern with a partner organization. Not eligible for CR/NCR option. | Arts and Science, Faculty of | knowledge, learning | SDG4 | placement, internship, partner, professional |
| IDSD08H3 | Community-Centered Media Tactics for Development Advocacy and Social | This course explores the intersection of community-centered research, art, media, politics, activism and how they intertwine with grass-root social change strategies. Students will learn about the multiple forms of media tactics, including alternative and tactical media (fusion of art, media, and activism) that are being used by individuals and grass-root organizations to promote public debate and advocate for changes in development-related public policies. Through case studies, hands-on workshops, community-led learning events, and a capstone project in collaboration with community organizations, students will gain practical research, media and advocacy skills in formulating and implementing strategies for mobilizing public support for social change. | University of Toronto Scarborough | learning, labor, social change | SDG4,SDG8,SDG16 | capstone project |
| INS460H1 | Indigenous Theory, Research and Methods (formerly Methodology in Aboriginal Studies) | 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. | Arts and Science, Faculty of | knowledge, learning, indigenous, governance | SDG4,SDG10,SDG16 | service learning |
| INS493H1 | Independent Experiential Studies | Students design and implement an independent experiential Indigenous studies research project in consultation with an Indigenous organization and a faculty supervisor. Students must be enrolled in a major or specialist program in Indigenous Studies, and require written permission from a faculty supervisor and the Director of Indigenous Studies. Not eligible for CR/NCR option. | Arts and Science, Faculty of | indigenous | SDG10,SDG16 | experiential |
| INS494Y1 | Independent Experiential Studies | Students design and implement an independent experiential Indigenous studies research project in consultation with an Indigenous organization and a faculty supervisor. Students must be enrolled in a major or specialist program in Indigenous Studies, and requires written permission from a faculty supervisor and the Director of Indigenous Studies. Not eligible for CR/NCR option. | Arts and Science, Faculty of | indigenous | SDG10,SDG16 | experiential |
| 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 student's program). Employers will also be asked to submit a final evaluation of the student's 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 will be assessed. Refer to the ASIP Fees & Financial Aid website for further details. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| 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 student’s program). Employers will also be asked to submit a final evaluation of the student’s 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 will be assessed. Refer to the ASIP Fees & Financial Aid website for further details. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| 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 student's program). Employers will also be asked to submit a final evaluation of the student's 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 will be assessed. Refer to the ASIP Fees & Financial Aid website for further details. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| 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 student’s program). Employers will also be asked to submit a final evaluation of the student’s 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 will be assessed. Refer to the ASIP Fees & Financial Aid website for further details. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| 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 student’s program). Employers will also be asked to submit a final evaluation of the student’s 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. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| 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 student’s program). Employers will also be asked to submit a final evaluation of the student’s 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. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| INT470H1 | 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 student’s program). Employers will also be asked to submit a final evaluation of the student’s 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. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| 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 student’s program). Employers will also be asked to submit a final evaluation of the student’s 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. | Arts and Science, Faculty of | learning, employment | SDG4,SDG8 | experiential, internship, office, professional |
| IRE446H1 | Working as an Internal Organizational Consultant | This course examines the various elements of the consulting process and the interpersonal skills required to build trust, influence others, contract with clients, and establish and maintain strong working relationships. This seminar may include a compulsory learning format component using a service-learning placement with a community-based agency or organization. Consult the current timetable for details. | Arts and Science, Faculty of | learning | SDG8 | placement, client, service-learning |
| ITA460Y1 | Internship in Italian | Opportunity to apply acquired knowledge in a work placement environment. The placement will take place in local community organizations, Private Business Associations and local media. | Arts and Science, Faculty of | knowledge | SDG8 | placement, internship |
| 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 | University of Toronto Mississauga | environmental, conserv | SDG8,SDG11,SDG13 | placement, internship |
| 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 | University of Toronto Mississauga | knowledge | SDG4,SDG8,SDG11 | placement, internship |
| 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. | Kinesiology and Physical Education, Faculty of | knowledge, learning | SDG4,SDG17 | client |
| 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. | Kinesiology and Physical Education, Faculty of | learning | SDG3,SDG4 | placement, professional |
| 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. | University of Toronto Scarborough | learning, governance | SDG8,SDG16 | professional |
| 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. | Applied Science & Engineering, Faculty of | environmental | SDG9 | client |
| 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. | Applied Science & Engineering, Faculty of | knowledge, environmental | SDG3,SDG13 | client |
| 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. | Applied Science & Engineering, Faculty of | knowledge, environmental | SDG4,SDG13 | client |
| 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. Enrolment is by application. Detailed application instructions are available on the CEL website. There are 3 enrolment application options:
| Arts and Science, Faculty of | knowledge, learning, social justice | SDG16 | placement, community engag, community-engag, experiential, partner, professional |
| 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 peace, and achieving justice. | Arts and Science, Faculty of | learning, peace, capital, invest | SDG4,SDG9,SDG17 | placement, partner, service learning |
| 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. Not eligible for CR/NCR option. | Arts and Science, Faculty of | learning | SDG3 | partner, service learning |
| PCL402H1 | Pharmacology and Toxicology in Drug Development | This course provides the basic principles of drug development, with a primary focus on the application of fundamental principles of pharmacology and toxicology to the design of preclinical assays and early phase clinical trials. Students in the course will have the opportunity to engage in experiential learning in drug development projects for rare diseases. | Arts and Science, Faculty of | learning | SDG3 | experiential |
| PCL472Y1 | Project in Pharmacology | This course affords students an opportunity for hands-on research experience in a laboratory or applied pharmacology setting. Students will work under the supervision of a faculty member and will submit a final written report and oral presentation. Enrollment is limited to students in ASSPE2340/ASSPE2082 programs and requires permission from the Department of Pharmacology and Toxicology. It is the student's responsibility to secure a placement with an approved supervisor before the course begins (a list of potential supervisors will be provided by the Department of Pharmacology and Toxicology). Students will be registered in the course once their ballot form (obtained from the Department) is signed by an approved supervisor and approved by the Department of Pharmacology and Toxicology. Eligible students will be contacted by the Department during the Winter term, occurring prior to their final year of study (i.e. 3rd year of study for most), with details and instructions to apply. Students are expected to spend approximately 200 hours towards this project but this will be project/supervisor dependent. Not eligible for CR/NCR option. | Arts and Science, Faculty of | labor | SDG3 | placement |
| PCL474Y1 | Project in Toxicology | This course affords students an opportunity for hands-on research experience in a laboratory or applied toxicology setting. Students will work under the supervision of a staff member and will submit a final written report and oral presentation. Enrollment is limited to students in ASSPE2340/ASSPE2573/ASSPE0605 programs and requires permission from the Department of Pharmacology and Toxicology. It is the student's responsibility to secure a placement with an approved supervisor before the course begins (a list of potential supervisors will be provided by the Department of Pharmacology and Toxicology). Students will be registered in the course once their ballot form (obtained from the Department) is signed by an approved supervisor and approved by the Department of Pharmacology and Toxicology. Eligible students will be contacted by the Department during the Winter term, occurring prior to their final year of study (i.e. 3rd year of study for most), with details and instructions to apply. Students are expected to spend approximately 200 hours towards this project but this will be project/supervisor dependent. Not eligible for CR/NCR option. | Arts and Science, Faculty of | labor | SDG3 | placement |
| 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. | Pharmacy, Leslie Dan Faculty of | knowledge, labor | SDG4,SDG8 | experiential, professional |
| 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. | Pharmacy, Leslie Dan Faculty of | knowledge, learning, labor | SDG4,SDG8 | experiential, professional |
| 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. | Pharmacy, Leslie Dan Faculty of | health care, learning | SDG3,SDG4 | experiential, partner, professional |
| 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. | Pharmacy, Leslie Dan Faculty of | knowledge, labor, institut | SDG4,SDG8,SDG16 | experiential, professional |
| PHM401H1 | Institutional Practice Direct Patient Care 1 | 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. | Pharmacy, Leslie Dan Faculty of | health care, labor, institut | SDG3 | service |
| 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. | Pharmacy, Leslie Dan Faculty of | health care, labor, institut | SDG3 | service |
| 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. | Pharmacy, Leslie Dan Faculty of | health care, labor | SDG3 | community |
| PHM424H1 | Selective Direct Patient Care | 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. | Pharmacy, Leslie Dan Faculty of | health care, labor, institut | SDG3 | community |
| PHM451H1 | Elective Direct Patient Care 1 | 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. | Pharmacy, Leslie Dan Faculty of | health care, labor, institut | SDG3 | community |
| 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. | Pharmacy, Leslie Dan Faculty of | health care, labor, institut | SDG3 | community |
| PHM461H1 | Elective Non Direct Patient Care 1 | 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 student's 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 student's 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. | Pharmacy, Leslie Dan Faculty of | health care, knowledge, learning, labor | SDG3,SDG4,SDG8 | experiential |
| 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 student's 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 student's 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. | Pharmacy, Leslie Dan Faculty of | health care, knowledge, learning, labor | SDG3,SDG4,SDG8 | experiential |
| PHM761H1 | Elective Rotation I | 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. | Pharmacy, Leslie Dan Faculty of | health care, knowledge | SDG3,SDG4 | experiential |
| 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. | Pharmacy, Leslie Dan Faculty of | health care, knowledge | SDG3,SDG4 | experiential |
| PMU401H1 | Business of Music | A study of the strategies and tools used by performers to refine and realize their career goals. Students develop publicity materials, meet with music industry professionals and investigate a variety of performance career paths. | Music, Faculty of | invest | SDG9 | professional |
| POLC12H3 | Global Public Policy and the Sustainable Development Goals (SDGs) | This course will introduce students to the global policymaking process, with an emphasis on the Sustainable Development Goals (SDGs). Students will make practical contributions to the policy areas under the SDGs through partnerships with community not-for-profit organizations, international not-for-profit organizations, or international governmental organizations. Students will learn about problem definition and the emergence of global policy positions in the SDG policy areas. They will assess the roles of non-state actors in achieving the SDGs and analyze the mechanisms that drive the global partnership between developing countries and developed countries. | University of Toronto Scarborough | sustainable development | SDG11, SDG16 | partner, community |
| 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. | Arts and Science, Faculty of | knowledge, invest | SDG4,SDG9 | experiential |
| PSY422H1 | Community Psychology & Advocacy | This course is designed for students who are eager to apply their knowledge of psychological science to social problems. Students will be introduced to the fundamentals of community psychology while also examining how social psychological theory and research can be applied to understand and address issues that affect communities. This course will help students develop the skills and confidence necessary to advocate successfully on public interest issues relevant to psychology. Students will also work in partners/teams with a community advocacy group to collaboratively address a specific problem or need of the organization. Through a guided process of practice and reflection, students will increase their self-efficacy and come to recognize their ability to use their psychological knowledge and skills to make change in the world. Classroom discussions will integrate community experiences with lecture material. Enrolment is by application (see psychology department website or contact the department for more information at psy.undergrad@utoronto.ca). Not eligible for CR/NCR option. | Arts and Science, Faculty of | knowledge, labor | SDG4,SDG8 | partner |
| PSY442Y5 | Practicum in Exceptionality in Human Learning | Seminar and practicum on issues relating to the life-long development of individuals with disabilities. Seminar at UTM; practicum involves supervised placements in schools or social service agencies (80 hours). Course is required for students enrolled in the Exceptionality in Human Learning Specialist program and is available to Psychology Specialists, Majors and Minors on a competitive basis. Course fulfills the 400-level seminar requirement for the Psychology Specialist Program. Admission by academic merit. Interested students should submit an application to the Psychology office by mid-April. Application procedures: http://www.utm.utoronto.ca/psychology/undergraduate-studies/course-information/courses-requiring-application. | University of Toronto Mississauga | disabilit, learning | SDG3,SDG4 | placement, office |
| 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. | Arts and Science, Faculty of | learning, urban, climate, ecolog, land | SDG4,SDG11,SDG13,SDG15 | experiential |
| RSM362H1 | Leading Across Differences | There is enormous buzz about leadership competencies that reflect the evolving nature of both the corporate culture as well as the disparate expectations of stakeholders. One leadership competency is the ability to navigate differences within the organization effectively. Through a series of thought provoking and experiential sessions, this course will make linkages between one's individual leadership stance and tools for leveraging differences for impact. There will be constant focus upon uncovering innovative frames around diversity and inclusion that directly impact organizational strategy across sectors. Thought leaders, executives and practitioners from various organizations will bring their insights to deepen the learning experience. | Arts and Science, Faculty of | learning | SDG9 | experiential |
| SDS490Y1 | Engaging Our Communities | A service learning course with student placements in various LGBT community organizations alongside regular classroom seminars to look at the politics of engagement, active citizenship, mobilization, archiving community histories, accessibility, belonging, activism, and philanthropy. For students in the Sexual Diversity Studies Major or Specialist. | Arts and Science, Faculty of | learning, citizen, accessib | SDG4,SDG11 | placement, service learning |
| 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. 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. | University of Toronto Mississauga | knowledge, learning, social change | SDG4,SDG16 | experiential, internship, office |
| SPA323H1 | Business Spanish | Practical uses of spoken and written Spanish for business contexts, with an emphasis on culturally appropriate ways of communication in a Spanish-language work environment. This course builds on grammar and vocabulary knowledge already acquired at the intermediate level. As a part of the course, students will participate in an internship with Spanish-speaking businesses and institutions in the Toronto area. The placements are designed to deepen linguistic, cultural, and analytical skills acquired in the classroom in work-related environments, promote intercultural competency, and foster links to the community. | Arts and Science, Faculty of | knowledge, institut | SDG9 | placement, internship |
| URB236H1 | A Multidisciplinary Introduction to Urban Studies II: Urban Changes and Theoretical Application | This is the second of two introductory Urban Studies courses (required for minor, major, and specialist programs). As part of the course , you will work in a 12-hour placement with a community organization involved in city building. This placement forms the basis of your final paper and research poster. | Arts and Science, Faculty of | energy, infrastructure, gloaliz, inequality, equalit, gini, cities, urban | SDG11 | community, placement |
| URB337H1 | Housing and Homelessness | Toronto, like other global cities, is characterized by a stark dichotomy: upscale residential and commercial development transforms the landscape, even while increasing numbers of residents are forced to live on the streets, in encampments, in shelters, or crowded into unaffordable and substandard housing. This course will examine that paradox and activism that is trying to achieve the federal government's stated goal: By 2030, everyone in Canada has a home that they can afford and that meets their needs. Through readings, discussions, guest presenters, and activities, we will trace the links between housing, homelessness, and urban politics; review policies and trends at the municipal, provincial/territorial and national levels; and connect with urban movements to contest displacement. | Arts and Science, Faculty of | homeless, affordab, cities, urban, housing, land | SDG1,SDG10,SDG11,SDG15 | placement |
| URB342H1 | Introduction to Qualitative Methods for Urban Studies | How do you conduct meaningful and rigorous research about cities using qualitative – not quantitative – methods, such as interviews, oral histories, mapping, surveys, photography, and archives? In this interactive workshop class, you will learn how to be a researcher and design a research project about a public space in the GTA. URB342 is one of the Urban Studies Program’s community-engaged-learning courses, meaning you will have an exciting and creative opportunity to create a unique story-driven project. | Arts and Science, Faculty of | cities | SDG11 | community |
| URB430H1 | The Changing Culture of Regent Park | This unique and creative course is a collaboration with Focus Media Arts Centre, a not-for-profit organization that counters negative stereotypes about Toronto’s Regent Park community, and provides media literacy and production training for youth living in the area. Youth, Arts, and Engagement in Cities is a community-engaged learning course. | Arts and Science, Faculty of | cities | SDG10, SDG11 | community |
| 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. | Arts and Science, Faculty of | learning, urban, governance | SDG4,SDG11,SDG16 | experiential, internship, office |
| VIC435H1 | Capstone Seminar: Community-Engaged Research | This course provides students with an experiential learning opportunity in community-engaged research combined with critical reflection and academic discussion within a seminar setting. Through a placement in social enterprise organizations, students develop research-based approaches to support their organization in assessing needs, impact, and resources. Alongside this hands-on experience, interdisciplinary seminar discussions will help students understand how research methodologies, standards, and protocols are deployed in community settings. Not eligible for CR/NCR option. | Arts and Science, Faculty of | learning | SDG4,SDG8 | placement, community-engag, experiential |
| 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 option. | Arts and Science, Faculty of | learning | SDG4 | placement, experiential |
| 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 option. | Arts and Science, Faculty of | employment, labour | SDG8 | placement |
| VPSC95H3 | Theory and Practice: Art and Social Justice | This open-media studio-seminar will explore contemporary art practices that are invested in the relationship between art, activism, and social change. Students will examine how artists address social, economic, environmental, and political issues and the techniques they use to engage different types of collaborators and audiences. Students will conceive, research and develop collaborative art projects that address current social issues on a local or global scale. This course will place a strong emphasis collaborative work and community engagement. | University of Toronto Scarborough | labor, invest, environmental, social justice, social change | SDG8,SDG9,SDG13,SDG16 | community engag |
| 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. | Arts and Science, Faculty of | knowledge, worldview, indigenous, urban, land | SDG4,SDG10,SDG16,SDG11,SDG15 | experiential |
| 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. | University of Toronto Mississauga | gender, women, social change | SDG5,SDG16 | placement |
| 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. | Arts and Science, Faculty of | knowledge, gender, women | SDG4,SDG5 | placement, community engag |
| WRR300H1 | Strategic Writing in Business and the Professions: Theory and Practice | Students learn the theory and practice of effective and ethical communication in the workplace, including business, government, and non-profit organizations. Students apply ethical reasoning models to case studies. Students have an opportunity to work directly with a community partner, helping them to solve an industry-specific problem or concern. This experiential learning enables students to work together as a team to develop relevant solutions as they strengthen their written and verbal communication skills. | Arts and Science, Faculty of | learning | SDG4, SDG8, SDG9 | experiential, partner |
| WRR314H1 | Writing for Social Change: A Community-Engaged Learning Experience | How might we write to empower individuals and their communities to act towards social change? This community-engaged learning course uses theories of social change and persuasion to examine a variety of genres. Through collaboration with a campus or other community partner, students will apply their academic learning and skills to writing-related projects that address human and community needs in a reciprocal manner. Activities and reflections will provide opportunities for students to strengthen critical thinking and communicative competencies. Writing projects may involve composing texts in multimodal and/or digital forms. | Arts and Science, Faculty of | learning, labor, social change | SDG8,SDG16 | community-engag, partner |
| WSTB22H3 | Histories of Black Feminism Canada: From Runaway Slaves to #BlackLivesMatter | This introductory survey course connects the rich histories of Black radical women's acts, deeds, and words in Canada. It traces the lives and political thought of Black women and gender-non-conforming people who refused and fled enslavement, took part in individual and collective struggles against segregated labour, education, and immigration practices; providing a historical context for the emergence of the contemporary queer-led #BlackLivesMatter movement. Students will be introduced, through histories of activism, resistance, and refusal, to multiple concepts and currents in Black feminist studies. This includes, for example, theories of power, race, and gender, transnational/diasporic Black feminisms, Black-Indigenous solidarities, abolition and decolonization. Students will participate in experiential learning and engage an interdisciplinary array of key texts and readings including primary and secondary sources, oral histories, and online archives. Same as HISB22H3 | University of Toronto Scarborough | learning, gender, women, queer, feminis, labour, indigenous, decolonization | SDG5,SDG8,SDG10,SDG16 | experiential |
| 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. | University of Toronto Scarborough | gender, women, feminis | SDG5 | community |
| WSTD10H3 | The Power of Story for Social Change | With a focus on collecting and retelling complex stories of life in Scarborough and beyond, this applied research course introduces students to the theory, methods and practice of feminist oral history. This course involves conducting research in the community and the final project includes a digital component. | University of Toronto Scarborough | feminis, social change | SDG5, SDG16 | community |