Theory and Policy Studies in Education

OISE University of Toronto

Student Handbook 2008 - 2009

www.oise.utoronto.ca/depts/tps

OISE/UT Theory and Policy Studies in Education 6th Floor, 252 Bloor St. West, Toronto, Ontario M5S 1V6 (416) 978-1150 An Invitation from the Chair and Associate Chair....

It is our great pleasure to welcome you to the Department of Theory and Policy Studies in Education (TPS) on behalf of our faculty and staff. Created as a function of the reorganization associated with the creation of the new OISE/UT in 1996, TPS is now the home of graduate programs in Educational Administration, Higher Education, and History and Philosophy of Education. We also have a number of faculty members who play a central role in initial teacher education.

We are extremely proud of the quality of our graduate programs, the international reputations of our faculty, the expertise of our research officers, and the dedication and commitment of our administrative staff. We are still a new Department in many ways, and while we are continuing to seek ways of improving and strengthening the graduate student experience, we have the luxury of building from a base of high quality teaching, research, and service.

This handbook is designed to provide you with a useful starting place for learning about the work of the Department and some of the services and resources that are available to you. There are many topics that are not addressed in these pages, and so we encourage you to contact your faculty advisor to discuss any specific (or general) questions you may have on your individual graduate program. You may also contact one of our front office administrative staff if you have a question and do not know whom to turn to. This handbook contains contact information for all Department faculty and staff.

Along with this handbook, you should also have the most recent issue of:

 The OISE Bulletin (available online only at ro.oise.utoronto.ca/Bulletin_Inter.htm)  The SGS Calendar (available online only at www.sgs.utoronto.ca/current/calendar/)  The SGS Handbook  The OISE Guidelines for Theses and Orals (ro.oise.utoronto.ca/OISE_Theses_Guide.pdf)  Getting There: A Student Guide to the University of Toronto (Graduate Student Edition)  A Guide to Financial Resources at OISE (a.k.a the Blue Book)  Graduate Supervision: Guidelines for Student, Faculty and Administrators (available online only at www.sgs.utoronto.ca/current/supervision/guidelines.pdf)  TPS GSA Information Sheet

We would also encourage you to play an active role in the Department. We need your ideas to help us improve what we are doing. Consider volunteering some of your time to the TPS Graduate Students’ Association and participating in the decision making structures of the Department, playing a leadership role in the organization of new activities and services, or simply helping out.

Once again, welcome to TPS. We wish you every success in your studies.

Reva Joshee John Portelli Megan Boler Chair Associate Chair Associate Chair ([email protected]) ([email protected]) ([email protected])

2 Welcome FROM YOUR TPS-GSA!

You have made a wonderful choice to continue your studies in Theory and Policy Studies (TPS). Our faculty, staff and students have the reputation for creating a fun and supportive environment.

WHO ARE WE?

The TPS Graduate Students Association (TPS-GSA) is comprised of students from each of our three programs: Educational Administration, Higher Education and History and Philosophy of Education. At the beginning of each year, a call for volunteers goes out to all TPS students via email and in the department. If you are interested in getting involved, celebrating student success and improving the student and overall community of TPS, please contact them at [email protected].

WHAT DO WE DO?

The TPS-GSA is responsible for some key aspects of day-to-day student life including:

 Organizing workshops, events and celebrations  Providing funding for social and academic student initiatives  Working with TPS administration and faculty to create positive changes for students within the department.  Providing mentorship to new students  Assisting with student orientation

HOW CAN YOU GET INVOLVED?

 Join the TPS-GSA and become a member for the 2008-2009 academic year  Volunteer to become part of the executive which currently includes 2 Co-Chairs, 2 Treasurer s and 1 Communications Director  Volunteer a few hours of your time per month to support ongoing TPS-GSA activities  Email [email protected] to communicate any ideas you have to improve our department  Attend TPS and TPS-GSA sponsored events and get to know your fellow TPS-ers  Organize or assist in setting up one of the departmental events at [email protected]  Participate in one of the many groups at OISE (such as the OISE Graduate Student Association, become a student rep. on Faculty Council, or participate on other OISE-wide committees)  Become a mentor and provide assistance to incoming students

HOW CAN YOU CONTACT US?

You can email the TPS-GSA at [email protected]. You can also leave us a message in our mailbox in the TPS lounge (in the bottom right corner of the bay of faculty/staff mail slots). If you are interested in the TPS Mentor Program, please drop us a line.

Have a great year!!! Frequently Asked Questions

As new or continuing students in the Department of Theory and Policy Studies in Education, you will have many questions about program requirements, registration processes, facilities and administrative services offered through the Department, OISE and the University of Toronto. To help you answer some basic questions a list of frequently asked questions and answers has been compiled from current and former students. You will also find answers to many questions by reading through this manual. If you don’t find the answer here, you should consult the most recent version of the OISE Bulletin, contact your Academic Liaison Officer, or contact your Faculty advisor for more information.

How do I find out about upcoming workshops and events? During the year, there are a number of workshops, conferences, and social gatherings sponsored by the TPS GSA, the Student Mentor Group, the Department and Student Services. There are a number of ways you can find out about these events:

Visit the “News and Events” section of our website http://www.oise.utoronto.ca/depts/tps) regularly for announcements of events and links to information; Visit the new OISE/UT Student Services website http://www.oise.utoronto.ca/studentservices) regularly for workshops sponsored by Student Services; Visit the new U of T Student Services website http://www.studentservices.utoronto.ca) and register for the Graduate Student Initiative program (GSI) http://www.studentservices.utoronto.ca/gsi); Watch for flyers on the bulletin boards in the TPS lounge.

How do I add or drop courses? If you plan to add or drop any course, you must do so by the appropriate deadlines either by using ROSI or by submitting a "Course Add/Drop” form to the OISE Registrar’s Office, Graduate Studies Unit. This form is available at www.ro.oise.utoronto.ca or from the Registrar’s Office (4th Floor). The instructor of the course being added or dropped must sign the forms. Please consult the Important Dates section of this manual or OISE Bulletin for course change deadlines.

What do I do when I’ve missed the deadline for registering for a course without the instructor’s permission? If you have missed the deadline for registering for a course, either contact the instructor and get his/her signature (if there is still room in the class) or take your chances and wait until the first day/night of class, and ask the instructor to sign then. If you are accepted into the course, you must submit a “Course Add/Drop” form, signed by the course instructor (approving acceptance into the course), to the OISE Registrar’s Office by the published deadlines. This form is available at www.ro.oise.utoronto.ca or from the Registrar’s Office Floor).

How do I find or contact a TPS faculty member? TPS course schedules are posted in various locations in the TPS lounge. Although it cannot be anticipated exactly when each faculty member will be in their office, typically, they can be found a few hours before and/or after class on the days they teach courses. For scheduled appointments, emailing the faculty member is usually best. For a staff and faculty listing of office locations and photos, refer to the posted signs just outside the department near the elevators or in the “Departmental Contacts” section of this manual.

Can I take courses outside my program at the University of Toronto or at other Canadian Universities? You may take other courses at U of T and in some cases, outside U of T. You should consult directly with the instructor of the course, with your Program Coordinator or your Academic Liaison Officer for guidance.

Find a list of all faculty members’ contact 4 information at the back of this handbook What’s the difference between a Major Research Project (MRP) and a Qualitative Research Project (QRP)? A QRP demonstrates a student’s ability to conduct research with rigour and depth. Not all MRPs are of QRP quality, but some may be used as QRPs at a later date.

Where can I apply for FINANCIAL SUPPORT? When, and what are the procedures? You can apply to many different sources of funding. In pages 40-46 of this handbook, Find a list of funding you will find a list of some of the resources available to you, applicant criteria, and resources from A Guide to application processes and deadlines. Funding information can also be found in A Guide Financial Resources at to Financial Resources at OISE as well as the OISE Bulletin (pages 193-197). The OISE, 2087-20089 OISE Student Services office, located on the 8th floor at 252 Bloor St. W. and the Career Centre, located in the Koffler building at 214 College St. are also excellent places to begin searching for financial assistance.

How can I get desk space in the Department? The TPS Space Committee, allocates TPS Graduate Student Desk space. Desk allocation will take place every September. All desk request and renewal forms are available on-line only at http://www.oise.utoronto.ca/depts/tps/space_requests/ are Desk request and renewal due on Friday, Sseptember 5, 2008. forms are available on-line only at 1. Students who do not currently have a desk must apply by the deadline www.oise.utoronto.ca/ above. depts/tps/space_requests/ and are due on Fri, September 5, 2008 2. All students currently occupying a desk must renew their application by the deadline stated above. Requests for a different room or desk number should also be made on the form and will be accommodated where possible.

ANY DESKS NOT RENEWED BY THE DEADLINE WILL BE REASSIGNED.

Desk allocations will be made by the end of September.

Preference will be given to doctoral students, students who do not have desk space elsewhere on campus, and students who currently are assigned a desk. Successful applicants will receive an email confirmation of the office and desk number, and instructions about how to obtain an office key (a $20.00 deposit is required).

Do I have access to Hart House and the University Athletic Centre? All full-time and part-time students are automatically members of Hart House (www.harthouse.utoronto.ca) and the University Athletic Centre through payment of incidental fees. For more information, visit their website at www.utoronto.ca/physical/.

How do I apply for a carrel or locker at Robarts library? You can apply for a carrel at Robarts library by filling out an application form provided on the web at www.library.utoronto.ca/services/index.html. This website outlines the application process, the priorities list, and the rules and regulations of holding a carrel at Robarts. Does my research require going through the ethical review process? Yes! The Education Research Ethics Board (EREB) at U of T requires that your research protocol be reviewed prior to starting your research. In September 1999, a new Ethical Review Procedure was introduced for student researchers. In order to streamline the process, ethical review proposals must now be pre-reviewed by a Departmental Coordinator in the department prior to submission to the EREB. The purpose of the pre- review is to help you make the protocol as clear and complete as possible so as to For more informationreduce the on time required for review by the EREB. Ethical Review Protocols contact: The DepartmentalTo streamline this process within the department, we have set up procedures that are Receptionist,specific 416-978-1150 to TPS. These procedures allow us to track the status of your review. We’ve also identified the Departmental Receptionist as the Departmental Liaison for TPS. Hence, when you have questions about the status of your protocol, the Departmental Receptionist should be your first point of contact. For more details on the TPS procedures, see pages 66-68 in this handbook, or visit our website at www.oise.utoronto.ca/depts/tps/ethics.html.

How can I get an email account? As an OISE student, you are entitled to an email account free of charge. You will automatically be assigned an email account once you become a registered student. In most cases your userID will be your first initial, last name. Your password will be your student ID#. You can change your password once you have logged into the system.

If you are logging in from the student computer labs at OISE, the computer should already have the First Class software installed. You will only need to provide your userID and password. If you are logging in from home, you will need an internet service provider (ISP) and the First Class software. You can obtain the First Class software (free of charge) and more information about this process on the World Wide Web at http://www.oise.utoronto.ca/ec/

If you have not been assigned an email account, you can get one for free as long as you are a registered student at OISE. To do this, go to the Education Commons Computer Labs (3rd Floor, 252 Bloor St. W.) and fill out an application for an email account. Ask the advisor on duty for assistance. An application form can also be downloaded from http://www.oise.utoronto.ca/ec/email_internet/index.php. Once you fill out and sign the Application Form, you can fax it to the Education Commons at (416) 926-4737 or bring it to the Education Commons Help Desk (3rd Floor Labs). It normally takes 5 business days to set up your account.

You will also need to apply for a UtorID. This will enable you to use computers in the student computer labs, participate in on-line discussions and use various electronic resources. You can apply for a UtorID through the Education Commons Department.

How can I upgrade my computer skills? The Education Commons offers some non-credit workshops that are designed to meet the needs of students with different levels of computer knowledge. In addition to teaching basic skills to those who need them, some workshops are geared for those who want to explore some educational applications to the internet. To find out more about Education Commons workshops, visit their website at http://www.oise.utoronto.ca/ec/academic_computing/computer_workshops.php

Is there a course I can take that will help me format my thesis? Education Commons offers a non-credit course entitled, “Complete Your Thesis” that is especially geared for graduate and academic work. In this course, students gain detailed knowledge about academic document processing and bibliographic software. You can sign up for this course at the EC Reception on the 3rd floor.

6 How do I learn to search for information in the library? The Virtual Library: Information Retrieval in the Library and Beyond is offered on campus and online via computer-mediated conferencing by the Department of Curriculum, Teaching and Learning, OISE, in collaboration with the Library's Information Resources and Services staff, Education Commons, OISE. This seven-module course (CTL 1612) for OISE students addresses the technological changes in academic libraries that place many students at a disadvantage in their search for information.

In the seven weeks of the course, students gain an understanding and appreciation of the core computer competencies necessary for doing research in a virtual environment. The syllabus covers what information is available in electronic form at University of Toronto Libraries and how to access it; how information is constructed and stored and how to generalize this knowledge across all databases; what information is and is not available on the Internet and how to make use of various search tools and specialized web sites to search the public Internet and the proprietary Internet.

This course is a non-credit course, which will appear on academic transcripts upon completion of the assignments. It will teach students how to evaluate information found on public Internet sites, how to cite electronic resources in research papers and dissertations and how to organize relevant electronic information for their own use. The Virtual Library: Class size is limited to provide each student with hands-on experience and a search Information Retrieval in manual is provided for each module. For additional information or to register for the the Library and Beyond course, please visit their website at is a non-credit course, which will appear on academic http://www.oise.utoronto.ca/ec/library/virtual.html. transcripts

BRIEF HISTORY OF OISE The Faculty of Education (FEUT)

In 1906, The University of Toronto organized a faculty of education. The Faculty offered professional secondary school courses in pedagogy. In order to improve the practical and experimental aspects of its program, the Faculty established, in 1910, the University of Toronto Schools (UTS) to serve as a practice school or a laboratory school. In 1939, the Institute of Child Study (ICS) formerly known as St. George’s School of Child Study (founded in 1926), became the first of the University of Toronto’s multi-disciplinary research centres, and in 1971, it became a constituent part of the Faculty of Education.

In 1920, the Faculty at Toronto was designated the Ontario College of Education (OCE), University of Toronto. In the following years, the college expanded its programs, services, and facilities, and added a number of important departments. During a period of 45 years, the OCE was the sole institution in the province for the preparation of secondary school teachers.

In 1966, the departments of Graduate Studies and Research were transferred to the Ontario Institute for Studies in Education (OISE). In the same year, a new agreement for the operation of the Ontario College of Education was made between the Minister of Education and the University of Toronto, establishing a College Council and an Advisory Board. By the same agreement, the name was changed to the College of Education, University of Toronto. On July 1, 1972, the College was formally designated the Faculty of Education, University of Toronto (FEUT).

In general, OISE and FEUT each pursued their mandates and activities separately from 1965 on. Early in 1989, a ten-year Affiliation Agreement between OISE and the University was negotiated and signed. Under the new Affiliation Agreement, there was a stronger working relationship between OISE and FEUT than at any time in the past. The Ontario Institute for Studies in Education (OISE)

The Ontario Institute for Studies in Education (OISE) was established in 1965 by a special act of the Ontario legislature to provide graduate level programs, to conduct research and disseminate its findings, and to engage in field development activities in education.

As a graduate school of education affiliated with the University of Toronto, OISE provided most of the master's- level and nearly all of the doctoral programs in education in the province. OISE had also been a major centre of educational research and development in Canada. OISE's exclusive focus on graduate studies, research, and development in education provided a unique setting for faculty, professional research staff, and students to address significant educational problems and issues.

Over the forty years since its establishment, OISE developed a reputation as one of a small number of research and postgraduate education institutions in the world with a broad mission and mandate and with the resources to implement the full range of that mission. From its inception, its faculty and students undertook studies addressing educational theory, policy and practice from early childhood to adult and higher education, in local, national, and international settings (including a Francophone setting), reflecting the scholarly traditions of many disciplines. OISE had also made a significant contribution to the development of critical theory in education and to feminist studies in education. Through its Field Centres, OISE maintained an important presence throughout the province.

8 The Ontario Institute for Studies in Education of the University of Toronto (OISE)

In February, 1994, the Minister of Education and Training wrote to the University of Toronto (U of T) and to the Ontario Institute for Studies in Education (OISE) inviting the two institutions to explore formally the possibility of full integration. The Minister stated his belief that, through combining the objectives and academic resources of the University's Faculty of Education (FEUT) and OISE, the work of both institutions would be enhanced in the areas of educational research, graduate instruction, teacher education, dissemination of knowledge and the improvement of educational practice among professionals in the field.

Consequently, the two institutions entered into discussions to explore the possibility of integration, and both institutions named external consultants to provide advice regarding a number of aspects.

On December 16, 1994, an Agreement was signed by The Ontario Institute for Studies in Education, The Governing Council of the University of Toronto, and the Ministry of Education and Training. The terms of the Agreement outlined the broad terms for the integration of OISE and FEUT, including the Institute of Child Study (ICS) and its Laboratory School and the University of Toronto Schools (UTS), into a new professional faculty of education under the Governing Council of the University of Toronto, and addressed its mandate, mission, administration, governance and resources.

The new faculty, named the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), began operations on July 1, 1996. It is one of the largest faculties of education in North America. It enjoys full status as a major organizational unit of the University with all the rights and responsibilities pursuant to which individual University faculties hold such status. Its departments are members of Division 2 (Social Sciences) of the University's School of Registrar’s Office.

A BRIEF HISTORY OF THEORY & POLICY STUDIES IN EDUCATION (TPS)

As a result of the OISE/UT merger three former OISE departments and some of the faculty from the former FEUT now constitute the Department of Theory & Policy Studies in Education (TPS). Graduate programs, specializations and research foci of TPS have been amalgamated from the previous departments.

The TPS Department consists of three graduate programs with four fields of study, two representing cognate disciplines (History and Philosophy) and two representing the application of cognate scholarship to domains of practice (Educational Administration and Higher Education). Each program offers courses of study leading to M.Ed., M.A., Ed.D. and Ph.D. degrees. Certificate and diploma programs are also offered in the Department.

TPS, as well, has an important initial teacher education function. All departments of OISE take some responsibility for initial teacher education courses. As such, some faculty members in the TPS Department teach initial teacher education courses. More information on the initial teacher training can be found on the OISE website (http:\\www.oise.utoronto.ca) or by consulting the Registrar’s Office.

7 TPS Student Handbook 2007/2008 AFFILIATED RESEARCH CENTRES

Within the Department a wide range of research projects focused on provincial, national and international issues in education are being conducted. In addition to supporting such research projects the Department is also home to the International Centre for Educational Change (ICEC), the Centre for Leadership and Diversity (CLD) and the Centre for the Study of Students in Postsecondary Education (CSS).

International Centre For Educational Change (ICEC)

The International Centre for Educational Change (ICEC) is a group of scholars and field developers within the Ontario Institute for Studies in Education of the University of Toronto, who work together to investigate, initiate, support and speak out with integrity and authority on changes and reforms in education, locally, nationally and across the world.

The International Centre for Educational Change (ICEC) was established in 1995, and is located in the Department. Its purpose is to generate leading edge research and development work on educational change in Canada and elsewhere. Stephen Anderson is the Centre Head, other faculty members of the Centre are Nina Bascia, Michael Fullan, Ken Leithwood, Blair Mascall and Ben Levin.

The Centre has built a tradition of creating an intellectual home for graduate students by involving them in and creating opportunities for them in its strong research and development program. The Centre is located on the sixth floor in the south east corner.

For more information about the International Centre for Educational Change, visit their website at http://ices.oise.utoronto.ca/~icec/

Centre for Leadership and Diversity (CLD)

CLD is devoted to engendering, promoting and sustaining an interest in, and commitment to, leadership and diversity.

Centre initiatives are intended to encourage and nurture activities that advance the cause of equity, social justice and democracy in matters of leadership and policy. The activities include:

 conducting and disseminating research  liaising with schools and school systems  providing opportunities for novice researchers

The Centre endeavors to forge a strong connection with practitioner-focused elements of OISE, in particular, the pre- service teacher education program and the principals' qualification program.

For more information about the Centre for Leadership and Diversity, visit their website at http://www.oise.utoronto.ca/research/cld/

Centre for the Study of Students in Post-Secondary Education (CSS)

The Centre for the study of Students in Postsecondary Education (CSS) at the University of Toronto was established in 2007, with a mission to design, implement, and disseminate quality, relevant scholarship and programs that advance a broader understanding of student learning, development and success at the University of Toronto and in Canadian postsecondary education.

CSS works with faculty, students and scholars from various disciplines across the University of Toronto, and beyond to collectively address its mission by:

 developing, supporting and hosting an interdisciplinary community of scholars who study student experience and outcomes in postsecondary education;  developing and implementing relevant programs that will provide forums for the exchange of knowledge around student experience in postsecondary education;

10  disseminating results of scholarly efforts to audiences institutionally, provincially, nationally and internationally through CSS publications, refereed journals, scholarly meetings and conferences, online portals, workshops, and public presentations; and,  engaging in institutional consultations on matters of the student experience locally, provincially and nationally.

The demand for empirically derived, usable data that informs policy and practice related to the student experience in postsecondary education is a central institutional and public concern. At the University of Toronto and elsewhere, there are growing demands for broader understanding of issues and fundamental principles that support efforts to enhance students’ experiences, learning, development and success. The Centre for the Study of Students in Postsecondary Education at U of T will provide a response to these growing demands by generating meaningful scholarship and programs that examine student experience and outcomes.

Detailed information including overviews of the Centre’s current research projects may be found on our website at: http://css.oise.utoronto.ca

JOURNALS

The department is the editorial base for Higher Education Perspectives, a journal published in our department by the Higher Education Group. The student journal trans/forms is issued out of OISE.

Higher Education Perspectives Higher Education Perspectives (HEP) is a peer reviewed journal that examines all aspects of higher education. Topics and themes include management and governance of universities and community colleges and the internationalization and globalization of research, curricula, student bodies and professoriate. Other Perspectives is published by the Higher themes include academic freedom, tenure, differentiation, history of higher education, issues around professional education and higher education in the Canadian TPS context.

The Higher Education group within OISE’s Theory and Policy Studies is highly dynamic. They have a broad range of international students, and students from a variety of backgrounds. Many are pursuing advanced degrees after achieving success in an array of professional fields, from surgeons to alternative health practitioners, community college administrators to university student affairs professionals. Faculty and student research interests are equally varied. With this exciting range, HEP will reflect an equivalent diversity. The binding thread is the passion the group possesses for higher education that is inclusive, equitable and academically sound.

HEP's entire editorial process, from submissions to the assignment of editors to publication, occurs online. To submit an article or to find out more about Higher Education Perspectives, visit their website at http://hep.oise.utoronto.ca/.

Higher Education Perspectives

is published by the Higher Education Group in TPS

hep.oise.utoronto.ca The Graduate Student Life Cycle*

Over the years, this handbook has gone through many adaptations but the main objective of the book has always been to provide you with the tools and information you need to The Graduate Student Life become successful in completing your degree. Cycle serves as a guide as your requirements will For this iteration of the handbook, we have adopted a Graduate Student Life Cycle be different if you are a framework (Edge, 2003) that identifies five different stages that graduate students travel Masters or Doctoral through on their road to convocation. This cycle serves as a guide as your requirements student and depending on will be different if you are a Masters or Doctoral student and depending on your TPS your TPS program. program.

In the following section, we’ve attempted to outline the resources available to you for each stage of the cycle. We encourage you to reference these when starting (or continuing) a particular stage. In any stage of the cycle, students should consult their faculty advisor and/or supervisor. Students should also build and nurture social networks, as these support systems become crucial in times of stress. Students are also encouraged to become familiar with the various communications tools (i.e., TPS e-newsletter, website, etc.) to find up-to-date information about upcoming workshops and events during the year. In subsequent sections of the handbook you’ll find information on academic opportunities, resources and student services available inside and outside the University.

Adapted by Ester Macedo and Lori May, Summer 2006. 12 THE ROLE OF THE ADVISOR AND SUPERVISOR

In any stage of the Graduate Student Life Cycle, it’s important that students consult with their advisor and/or supervisor to ensure that they are on the right track. The following is a description of the faculty advisor’s role. A more formal description of the faculty supervisor’s role is available in the handbook “Graduate Supervision: Guidelines for Students, Faculty and Administrators” available through the School of Graduate Studies.

Advising All graduate students are assigned an advisor at the point of admission to their program. The intent is to provide as good a match as possible between the student's stated research interests and the advisor's expertise. The advisor's role is to help the student develop an appropriate academic direction with respect to her/his career goals -- to select courses and to clarify program requirements (e.g., applying for funding, compulsory courses, comprehensive exams, research papers/theses). Advisors should encourage students to choose courses that will help them design their thesis research and make contact with potential thesis committee members. It is a good idea for the student and advisor to clarify the nature of their relationship early, perhaps at their initial meeting.

Advisors are expected to be generally knowledgeable about program, departmental and university procedures and to work with students in accessing generally available information resources (e.g., student handbook, websites, bulletin). Advisors are not expected to be the sole source of either information or academic opportunities for students.

Students should meet with advisors at least once a year to discuss program progress and direction. Advisors are responsible for formal reporting on student academic progress annually. Students should be able to access advisors as a first recourse if academic problems arise. It is the student's responsibility to contact the advisor and the advisor's responsibility to be accessible and/or to make arrangements for alternate contact if s/he is unavailable.

In some cases the original assignment of the advisor is a good one and may become a supervisory relationship. While a program makes a commitment to ensure students find a supervisor under all but unusual circumstances, there is no expectation that the student will be supervised by the original advisor. If and when the student selects another faculty member for a supervisor, the new supervisor usually assumes the advising role.

Supervising Supervisors, as stated above, usually assume the role of advisor once the student and faculty member have agreed to work together on the student's research. Supervision responsibilities are spelled out in a booklet, Graduate Supervision: Guidelines for Students, Faculty and Administrators. Section 4, "Responsibilities of the Supervisor," on pp. 15-16, list formal expectations. The booklet can also be found online at www.sgs.utoronto.ca/current/supervision/guidelines.pdf.

Graduate Supervision: Guidelines for Students, Faculty and Administrators can be found online at www.sgs.utoronto.ca/current/ supervision/guidelines.pdf COURSES

The first stage of your academic journey is to build on your knowledge base in your field of study. During this stage, you should work with your faculty advisor and choose courses to properly develop your course of study. In most cases, you will be required to take some mandatory courses. It is important that you become familiar with your program requirements and ensure that you fulfill all of them in a timely manner.

Program requirements can be found in: Course schedules can be  this handbook (pages 80-93) and found online on the Registrar’s website  the OISE Bulletin (pages 137-169) http://ro.oise.utoronto.ca/ Crs_Sch_Grad.html

Some tips to remember when choosing courses:

 Course descriptions can be found in the OISE Bulletin. These course descriptions, however, are usually a collection of courses that may be offered for that particular year. The OISE Graduate Studies Course Schedules provide a more exact listing of courses offered for the year.

 The OISE/UT Graduate Studies Course Schedules for the Summer, Fall and Winter sessions are usually available online during the last week of March at http://ro.oise.utoronto.ca/Crs_Sch_Grad.html. You should review the course schedule and pre- enrol in your selections shortly after they are available as courses fill up quickly on ROSI.

 You are encouraged to pre-enrol in your selected courses on ROSI for the Summer, Fall and Winter sessions of the next academic year. As students are able to pre-enrol in courses online, courses are filling up faster than they did in the past. Enrol early to ensure that you get a spot in the course that you want.

 When selecting courses, remember to look at course offerings beyond your program. These courses can be from the four other departments at OISE as well at other university graduate departments. Work with your faculty advisor to select the right courses for you. You can find a listing of all graduate programs in the School of Graduate Studies Calendar online at http://www.sgs.utoronto.ca/current/calendar/gradprogs.asp.

 Since course selections can be made in late March/early April, you may consider meeting with your faculty advisor during this time. This will ensure that you have a plan for your course of study and can enrol in your courses early.

 Deadline dates are listed in both this handbook (Important Dates section, pages 94-97) and the OISE Bulletin (pages 10-15).

 Talk to other students who’ve taken the course. Students can provide valuable insight about their experience with a particular course.

14 COMPREHENSIVE EXAMS

The Comprehensive Exam process for each program in TPS can be very different so it’s important that you consult with your faculty advisor for the most up-to-date procedures for your program.

Comprehensive exam requirements, guidelines and some examples are outlined in this handbook:

 Educational Administration, pages 52-55  Higher Education, pages 55-59  History and Philosophy of Education, pages 59-65

The comprehensive exam stage of your academic journey can be overwhelming. To help decrease the anxiety that students often experience, here are some tips to remember when approaching this stage of the cycle:

 Talk to other students who’ve completed the comps in your program. Students who have completed the comprehensive exams are a great resource to help you understand what the comprehensive exam experience is like. It’s important that you speak with students who are in your program as comprehensive exams can be very different for each program. Your mentor may be a good resource or may be able to refer you to someone else.

 Connect with other students who are in the comprehensive exam stage. It’s always more comforting to know that there are other people who are “in the same boat” as you. You may even want to form a study group or meet periodically to support each other.

 Attend workshops that are available during the year. In the past Student Services have hosted a workshop entitled “Comprehensive: When & What will I Write”. Other workshops will be announced via the TPS E-newsletter and in the “News and Events” section of our website (http://www.oise.utoronto.ca/depts/tps).

Other online resources:  The Office of English Language and Writing Support (ELWS) Don’t forget to build Preparing to Write Comprehensive Exams, by Tatjana Chorney and nurture your (http://www.sgs.utoronto.ca/english/pd/comps.htm) social networks THESIS PROPOSALS

The thesis proposal is developed in consultation with a member of the faculty, typically your academic advisor or a prospective supervisor. Most students write and revise several draft proposals as their thinking evolves and is shaped in interaction with faculty, peers, research, etc. The Thesis Proposal processThe is different Thesis Proposal development and approval process differs by program so it is for each importantTPS program to. determine the procedures for your program early on with your Find outadvisor/supervisor. the process for your program from your advisor or fellow studentsWhen in your starting the thesis proposal process, ensure that you have a copy of the OISE program.Guidelines for Theses and Orals. These guidelines provide information about policy and procedures concerning the formal thesis requirements for graduate degrees in education. Hard copies of the guidelines can be picked up from the Registrar’s office or can be accessed online at:

http://ro.oise.utoronto.ca/OISE_Theses_Guide.pdf

The following Graduate Student Professional Development workshops, hosted by Student Services, are offered throughout the year. Check their website for workshop schedules (www.oise.utoronto.ca/studentservices/conferences/gradWorkshops.php):

 Proposing the Defend: Writing that Proposal, Literature Review, and Methodology Chapter

 The MRP & The Thesis: How do I begin? What is an Ethical Review

 Other workshops will be announced via the TPS e-newsletter and in the “News and Events” section of our website (http://www.oise.utoronto.ca/depts/tps).

A Useful Tip: In some programs, the process is much more formal where students defend their proposals at scheduled public hearings (Ed Admin). In other programs, students are encouraged to present their proposals as drafts to faculty and students at one of the regularly scheduled departmental seminars (Higher Ed).

As you begin the thesis proposal process, you might consider attending some of these hearings or seminars. Not only will you have the opportunity to learn more about your fellow students’ research you will also gain insight into the thesis proposal process.

Public hearings and seminar dates will be announced in the TPS e-newsletters.

Other online resources:  The Office of English Language and Writing Support (ELWS) Writing an Effective Proposal, by Michelle French (http://www.sgs.utoronto.ca/english/pd/effectiveproposals.pdf)

16 ETHICAL REVIEWS

The ethical review process for TPS is outlined in this handbook on pages 66-69 and on the TPS website at http://www.oise.utoronto.ca/depts/tps/ethics.html. There students will find a link to the form to be submitted for ethical review and the information booklet that accompanies the form. The form is electronic, and your text can be entered into it electronically. You then print your form and submit it to the TPS department reviewer through the TPS receptionist.

Students should work with their faculty supervisor to finalize an ethical review submission and follow the TPS ethical review procedures described in this handbook and on the TPS Follow the website under “Student Resources”. Ethical Review procedures that are specific Please note: Students may not begin any research that involves human subjects until to TPS students. the Education Research Ethics Board (EREB) has issued final, written approval. Final Find them at approval from EREB must be obtained for ALL research projects that use human http://www.oise.utoronto.ca/ subjects. For research projects that do not involve human subjects, students and their depts/tps/ethics.html supervisors should complete the forms available from graduate studies on the website of the Office of the Registrar, http://www.ro.oise.utoronto.ca/. For doctoral students, this form is called “Thesis Supervision Approval” and for Master’s students the form is entitled, “MRP Supervision Approval.” These forms require the signature of the Chair of the Department of Theory and Policy Studies.

Under normal circumstances, ethical review of protocols by the full committee at the University of Toronto should take from four to six weeks from submission to approval. It may take longer.

As TPS students, you should follow the TPS-specific procedures outlined in this handbook on pages 66-69. However, there are other sources of general information about Student Ethics Review at:

 OISE Research Ethics Seminar Series: An online resource at http://www.oise.utoronto.ca/dean/adr/ethics.html  EREB website (http://www.library.utoronto.ca/rir/ethics_home.html)

The following workshops are scheduled to help you through the process:

 The MRP & The Thesis: How do I begin? What is an Ethical Review (date TBA), hosted by Student Services

 A session on the Ethical Review Process is normally presented at the OISE Student Conference, Diverse Perspectives in March

 Other workshops will be announced via the TPS e-newsletter and in the “News and Events” section of our website (http://www.oise.utoronto.ca/depts/tps)

Questions? Contact: The Departmental Receptionist, 416-978-1150 Departmental Liaison for Student Ethical Reviews THESIS

The thesis is developed in consultation with your thesis supervisor. When going through the thesis process, ensure that you have a copy of the OISE Guidelines for Theses and Orals. These guidelines provide information about policy and procedures concerning the formal thesis requirements for graduate degrees in education. Hard copies of the guidelines can be picked up from the Registrar’s office or can be accessed online at:

http://ro.oise.utoronto.ca/OISE_Theses_Guide.pdf

As in the other stages of the graduate life cycle, it’s important to keep your social Thesis writing can benetworks isolating. intact in this stage. Students often feel isolated when they are writing their Makethesis sure you so it’s important to “stay in touch” with other students. You may even want to form keepa study your group or meet periodically to support each other through this important stage. social networks intact during this stage. The following workshops are scheduled to help you through the process:

 The MRP & The Thesis: How do I begin? What is an Ethical Review (date TBA), hosted by Student Services.

 A session on the Thesis Journey is normally presented at the OISE Student Conference, Diverse Perspectives in March.

Here are some resources that may help you write your thesis:

 Academic and Cultural Support Centre (ACSC)

http://www.oise.utoronto.ca/studentservices/supportServices/academicWriting Centre.php

 The Office of English Language and Writing Support (ELWS) This website offers many links to various resources about writing. Workshops such as “Thesis writing in the Social Sciences” are offered through the ELWS. Individual consultations can be booked by calling (416) 946-7485. http://www.sgs.utoronto.ca/english/

 Writing Support at UofT This website provides links and information to books on writing, advice for writing, and writing courses and resources available at U of T, including the latest version of the student handout “How Not to Plagiarize.” http://www.utoronto.ca/writing

 Advice on Academic Writing http://www.utoronto.ca/writing/advise.html

 Writing your Dissertation, The Writing Center University of North Carolina, Chapel Hill http://www.unc.edu/depts/wcweb/handouts/dissertation.html

 All-But-Dissertation Survival Guide http://www.abdsurvivalguide.com

18 FUNDING APPLICATIONS

Students should seek funding during all the stages of the graduate life cycle. Although students are not required to apply for OGS and/or SSHRC scholarships, they often discover that through the application process they gain more than just a few dollars. They learn useful skills and gain valuable experience in the funding proposal process. Students also find that a funding proposal, whether successful or not, can be recycled and used as a basis for future proposals. Below is an overview of the funding activity and what you should expect each month of the year. More detailed information about each source of funding is available from:

 this handbook (pages 40-48),  the 2008/2009 OISE Bulletin (Financial Support section, pages 193-197)  A Guide to Financial Resources at OISE/University of Toronto (http://www.oise.utoronto.ca/studentservices/financialinfo/fininf.php)  Information on the Guaranteed Minimum Funding Package (http://www.oise.utoronto.ca/studentservices/financialinfo/minfund.php)  Student Services website (http://www.oise.utoronto.ca/studentservices/financialinfo/)  Margaret Brennan, Student Services Office 8th Floor, 416-978-2469, [email protected]

August September October

- Early august, students should start thinking - Workshop for OGS/SSHRC - Deadline for SSHRC postdoctoral about the application process for - Regular session GA jobs posted fellowships (usually October 1st) SSHRC/OGS - Deadline for job preference forms - OISE/UT deadline for OGS/SSHRC - Deadline for application for R&E jobs - SSHRC/OGS advisors available for help with (TBA) - Fall term R&D GA jobs posted proposals - Deadline for Thesis Completion Grant for - 1st installment of OSAP loan document Ph.D. students in Years 5 and 6 available for pickup - For those with previous outstanding OSAP November loans, interest free status forms should be filled out (Schedule 1 and/or Form R) - “Tips and Tricks” workshops for GA - September installment of OGS/SSHRC applications presented by CUPE 3907 available for pickup December January February - second term regular session GA jobs posted - Deadline for regular GA applications for the - deadline for job preference forms - a link to applications for summer session following academic year (sometime 1st week) - 2nd installment of OSAP loan document GA available on the Student Services available for pick up Website March April May

- deadline for summer GA applications - decisions regarding summer GAs made - summer term regular session GA jobs (usually mid-month) - decisions on OGS and SSHRC posted - GA offer letters mailed out to continuing announced - deadline for job preference forms non-funded students - GA offer letters mailed out to new non- - summer term R&D jobs posted funded students (continues throughout - summer installment of OSAP loan summer) documents available for pick-up -Masters students with outstanding OSAP Loans, interest free status forms (Sched. 1 and/or Form R) JULY – Guaranteed Minimum Funding Information Packages mailed out to new and continuing funded students Academic Opportunities

During your graduate program, you may become involved in funded research or publish articles in journals. Be more visible in the research community by becoming a member of the Community of Science and Papersinvited.com. Find out which journals will be most relevant to you. As a U of T student, you also have the opportunity to study from a different university, city or country.

Community of Science The Community of Science, Inc. (COS) is the leading Internet site for the global R&D Check outcommunity. the COS COS brings together the world's most prominent scientists and researchers website at http://www.cos.comat more than 1,300 universities, corporations and government agencies worldwide. COS provides tools and services that professionals use to communicate, exchange information and find the people and technologies that are important to their work.

Researchers use COS to help them stay current on research activities, news and publications; track funded research; and purchase supplies and services that are relevant to their work. As members of the U of T Community, you have free access to this service.

To find out more information about it, visit their website at http://www.cos.com/

Papersinvited.com was conceived and developed to assist those numerous Scientists, Professors and Research Students who have had a difficult time in Checktracking out the the "Calls for Papers" from various Universities, Professional bodies papersinvited websiteand atJournals. They house an exhaustive list of Calls for Papers in all areas of http://paperinvited.comspecialization in their database. Students can find call for papers, keep a calendar of events and even contribute to the database. It’s a website worth checking out.

Canadian Educational Journals The CanadianStudents have access to a comprehensive list of Canadian educational journals. It’s kept Educationalin the Journals Student Services office, 8th floor, OISE/UT. Information in this collection includes journallist titles, frequency of publications, publishers, editors and contact information. If you is availableare interested in in publishing an article, it’s a good idea to consult this list to find the most Studentappropriate Services journals in which you may want to publish. 8th Floor, OISE

20 International Student Exchange Office In response to the increasing demand in all academic disciplines for world-wide collaboration and communication, the International Student Exchange Office (ISXO) seeks to provide U of T students with international and Canadian exchange opportunities, International Student in order for them to gain a better understanding of the cultures, values, and lifestyles Exchange Office (ISXO) found across borders. Koffler Student Services Centre, Room 202 Students of all faculties and departments can participate in the international and Candian 214 College St. exchanges offered through the International Student Exchange Office (ISXO). Exchange Toronto, Ontario M5T 2Z9 programs operate under formal agreements between U of T and partner universities Phone: (416) 946-3138 abroad and in Canada. University of Toronto students who participate in the exchange Fax: (416) 978-6110 programs will pay full-time tuition and compulsory incidental fees only to U of T, and not email: to the host university while studying at one of our partner universities. Some exchange [email protected] participants may be able to complete their degree requirements while studying website: elsewhere, but most return to Toronto and finish their studies here after the duration of http://www.utoronto.ca/ the exchange. student.exchange/

International exchanges include universities in Australia, France, Germany, Hong Kong, Israel, Italy, Japan, New Zealand, Singapore, Sweden, Taiwan, and the Netherlands. Students accepted into an international exchange program are eligible to apply for the ISXO Bursary. Additional awards are available for some exchanges.

Check out the ISXO website at http://www.utoronto.ca/student.exchange/ for more information about these exchange programs.

The Canadian exchange program for Graduate students is in partnership with the University of British Columbia and is administered through the Student Services offices at the School of Graduate Studies.

Academic Resources There are many academic resources at U of T and outside U of T that help students improve their reading, writing, and problem-solving skills. All students are welcome to make use of these facilities to help them achieve their academic goals. Writing Support at UofT Room 216, University College Writing at the University of Toronto 15 King’s College Circle The University of Toronto expects its students to write well, and it provides a number of Phone: (416) 978-8109 resources to help them. This website provides links and information to books on writing, website: advice for writing, and writing courses and resources available at U of T, including the http://www.utoronto.ca/writing latest version of the student handout “How Not to Plagiarize.” The advice section (for general information on writing centres) includes a number of files answering common questions about specific challenges in university writing. The site was created by Margaret Proctor and is administered by Jerry email: Plotnick. [email protected]

The Office of English Language and Writing Support (ELWS) The ELWS office provides professional development to graduate students who wish to improve their oral and written communication skills. Housed at 63 St. George Street as ELWS Office part of the School of Graduate Studies, ELWS offers individual consultations and a range School of Graduate Studies Room 110 of workshops and non-credit courses for both native and non-native speakers of English. 63 St. George St. Through a diverse range of courses including (but not limited to) Academic Writing for Non-Native Speakers of English, Becoming a Better Editor of Your Own Work, and Oral Phone: (416) 946-7485 Presentation Skills, the program teaches graduate students to express their ideas website: http://www.sgs.utoronto.ca /english precisely, edit their work effectively, and present their research confidently. Students wishing to learn more about ELWS programs should visit their web site at www.sgs.utoronto.ca/english

Individual consultations can be booked by calling (416) 946-7485. For further information, contact Dr. Jane Freeman, Director, ELWS, School of Graduate Studies, 63 St. George St., Room 109, Toronto, Tel: (416) 946-7314, [email protected]. For other information, current course offerings, and registration procedures: http://www.sgs.utoronto.ca/english/

All-But-Dissertation Survival Guide The "All-But-Dissertation Survival Guide" is a free monthly e-mail newsletter with succinct For more information, checkout theirarticles website devoted at: to practical strategies for successfully completing your doctoral www.abdsurvivalguide.comdissertation. It focuses on ways to overcome the inevitable obstacles you'll face along the dissertation marathon including the twin devils of all dissertations: writer's block and or email: [email protected]. They have periodic interviews with highly productive scholars uncovering the tips and secrets they wish they'd known at the beginning of their own careers. Their goal is to speed you on your way towards your doctorate and, in the process, to enhance the skills you'll need for a lifetime of academic productivity.

This newsletter is distributed by Ben J. Dean, who holds a Ph.D. in psychology from the University of Texas at Austin and is a psychologist in private practice in Bethesda, Maryland.

22 Student Services

OISE Student Services The OISE Student Services office is currently located on the 8th Floor, 252 Bloor St. West. OISE Student Services In Collaboration with the OISE Student Teachers’ Union, Graduate Students Association, 252 Bloor St. West 8th Floor, and the International Students Association, Student Services serves both graduate and Toronto, ON, M5S 1V6 undergraduate/initial teacher education students at OISE. This group provides individual Phone: 416-978-8157 student counselling on financial, personal and academic matters as well as coordinate Fax: 416-978-8382 special services to students with disabilities. They provide valuable information about email: financial assistance and organize workshops. Be sure to check their website regularly for [email protected] a list of upcoming workshops and events. Their website is www.oise.utoronto.ca/studentservices. Contact information for this group can be website: found in the Important Contacts section of this handbook. www.oise.utoronto.ca/ studentservices

Student Services at U of T Student Services at the University of Toronto assists student learning while promoting the academic mission of the University. Services are provided appropriate to and developed in partnership with the diverse student communities. Their services and programs aim to Student Services at U of T build the confidence and skills necessary for students to succeed in their personal, 214 College Street, Toronto, academic and professional lives. Student Services offers all students at the University of ON M5T 2Z9 Toronto support and counselling in the areas of career development, housing, learning Phone: 416-978-6839 skills, health, personal/emotional development, family concerns and support for Fax: 416-971-2152 Aboriginal and international students. email: [email protected]

website: The Graduate Student Initiative (GSI) www.studentservices.utoronto.ca In partnership with the Graduate Students’ Union, the Office of Student Services is excited to launch the GSI Program for graduate students this year. Life as a graduate student can seem overwhelming at such a large university. This program is specifically designed by Student Services to offer workshops, social events, and other resources to enhance the graduate student’s experience. Workshops and other events will be offered throughout the academic year in areas such as choosing academic versus non-academic careers, thesis writing, supervisory conflict resolution, balancing school, family, and/or work, dealing with stress and other mental health issues, travel medicine, housing and settling in a new city, international and aboriginal student issues, cultural and social gatherings and much more.

To register and find out more about the program, visit their website at https://www.studentservices.utoronto.ca/gsi/

Career Centre Get up-to-date information on Career Centre programs and services including, career Career Centre development resources, workshops & seminars, upcoming events, our student newsletter 214 College St. and more. Search current work opportunities and the Career Resource Library catalogue Toronto, ON, M5T 2Z9 online. The Career Centre is an excellent place to search for current work opportunities. Phone: 978-8000 The Career Resource Library catalogue is also available online at the Centre. Fax: 978-8020 website: www.careers.utoronto.ca Counselling and Learning Skills Service (CALSS) The Counselling and Learning Skills Service (CALSS) is the professional counselling service for students of the University of Toronto. Its services include short-term crisis counselling and brief psychotherapy for individuals and couples. As well, they provide counselling and assistance to victims of assault and offer individual counselling and CALSS group programmes in learning skills and stress management. 214 College St., Room 111 416-978-7970 Personal Counselling website: The CALSS provides students with professional counselling and psychotherapy for www.calss.utoronto.ca emotional and interpersonal problems. These include difficulties adjusting to university life, anxiety, depression, shyness, relationship problems, addictions, sex and gender concerns, disturbances resulting from abuse and assault, prolonged stress, and other difficulties. These are almost always very distressing and are frequently the source of academic problems. The professional staff at the CALSS, which includes psychologists, social workers, academic skills specialists, and graduate students in counselling psychology, offer the opportunity to discuss personal concerns with a counsellor who is sensitive to gender, racial, and other sources of bias and who respects the student's confidence absolutely.

Learning Skills The CALSS learning skills programme includes lectures, workshops and individual consultation on time management, exams, textbook reading, concentration, memory and other aspects of study. Schedules are available on the CALSS Home Page. Individual appointments for assistance with study problems can be arranged with Learning Skills Counsellors. They also have a Resource Library staffed by a Learning Skills Assistant.

Anxiety Workshops The CALSS offers workshops for students whose performance on exams and in other areas is severely affected by debilitating anxiety. Preregistration is necessary and can be done at the CALSS.

Assault Counselling The Assault Counsellor/Educator provides services regarding crisis counselling, psychotherapy (for individuals, families and groups), education, consultation, referral and court accompaniment. These services are provided to students, who are in crisis as a result of verbal, physical, and/or assault, childhood abuse, and other forms of abuse or violence. The Sexual Assault Counsellor/Educator is responsible for the development and implementation of programmes, designed to increase awareness of abuse/assault related issues as they affect student life.

Family Care Office Family Care Office 214 College St. Do you need childcare? Help in looking after aging parents? Advice on maternity or Koffler Student Services parental leave? Access to programs and agencies in the community for your family? The Centre, Main Floor Family Care Office at the University of Toronto provides free confidential information, Phone: 978-0951 referral and guidance on a broad range of family matters to students, staff, faculty and email: librarians. [email protected]

website: The Family Care Resource Centre contains a library of practical material on topics http://www.library.utoronto.ca/ ranging from pregnancy and infant care to lesbian and gay parenting, bereavement and equity/familycare/fmcmain.htm caring for elderly family members. Additional services include workshops, guest speakers and support groups.

Any member of the University community may telephone the Family Care Office for information or to arrange an appointment. Calls can be returned outside of regular business hours if requested. University departments may also contact the Director of the Family Care Office for consultation and assistance.

24 For more information, visit their website at: http://www.library.utoronto.ca/equity/familycare/fmcmain.htm

International Student Centre This is a University of Toronto service providing information, advice and social activities International Student for international students at the University of Toronto and Canadians interested in Centre international issues. International students are encouraged to visit the Centre and sign 33 St. George St. up to receive the Centre's newsletter which includes information on the university Phone: (416) 978-2564 community, taxes, immigration, sightseeing and social events. email: The ISC organizes events and activities to introduce Canada to international students [email protected] and to help bring the world to all students in general. Staff are available to share their Website: knowledge from issues such as crossing cultures and opportunities abroad, to tips on http://www.library.utoronto.ca/isc how to flourish in Canadian society.

Accessibility Services There are offices on all three campuses that work to facilitate the inclusion of students with disabilities & chronic health conditions into all aspects of university life. Their focus is St. George Campus Office on skills development, especially in the areas of self-advocacy and academic skills. Accessibility Services (Programs and Services for Services are provided to students who have a physical, sensory or learning disability, Students with a Disability) mental health disorder, acquired brain injury or chronic health condition. Students who Robarts Library, 1st floor have temporary disabilities (eg. Broken dominant arm) are also eligible to receive 130 St. George Street services. Toronto, Ontario, M5S 1A5 Voice: (416) 978-8060 Students first go through an intake interview to discuss their individual needs. Where TDD: (416) 978-1902 appropriate and for those eligible, students may then be referred to a professional such Fax: (416) 978-8246 as an Adaptive Equipment Consultant, Learning Disability Specialist, or Occupational email: Therapist to establish strategies and determine accommodations. All discussions are [email protected] confidential and information is disclosed only with permission of the student. website: http://disability.sa.utoronto.ca Services provided include:  alternative test & examination arrangements  notetaking services  sign language interpreters  on-campus transportation (St. George Campus only)  adaptive equipment & assistive devices  alternative format for printed materials  information & resource materials on health conditions & disability related issues  liaison with academic & administrative units within the University & with off- campus agencies.

The offices also play an educational role, raising awareness of the needs of students with disabilities among students, staff and faculty at the University, and the wider community. There are offices on all three campuses.

More U of T Resources A list of additional U of T Resources are listed in Getting There: A Student Guide to the University of Toronto (Graduate Student Edition). You can pick up a copy of this handbook in the department. HEALTH INSURANCE

All students should have basic health insurance. Make sure you are insured. Permanent residents of Ontario must apply for their own Ontario Health Insurance Plan (OHIP) card (416-314-7444). This is free insurance that covers doctor and hospital visits. Coverage ends if you leave the country for more than 3 months, and during that time may pay benefits at a reduced rate, such as $400 per day for hospital. Purchase alternate coverage for OHIP if you will be away for longer. If you travel to another province to study, your OHIP coverage remains in effect if you notify them and get approval.

 Students from other Canadian provinces should maintain their home province Get more information on coverage. You must arrange this with your home province health insurance. You the web. Health Insurance will not qualify for OHIP. information is available on  International students must purchase the University Health Insurance Plan the GSU website at: (UHIP) for themselves (and their dependents) within 30 days of their arrival in Canada. Single coverage costs approximately $756.00 per year and is included www.gsu.utoronto.ca/ on your Fees Invoice. Call the International Student Centre for complete details insurance/ about how the plan works and how to cover your family. (Phone: 416-978-0290 or e-mail: [email protected]). International students are also covered under the GSU Supplementary Health Insurance Plan  Please read the U of T Health Services' Website Information at http://www.utoronto.ca/health/

University Health Insurance Plan (UHIP) International students are covered by mandatory health insurance, equivalent to Remember to pick up your OHIP, which costs $756.00 and which they pay with their fees. Pick up UHIP cards UHIP cards asap at the as soon as possible at the International Student Centre (ISC). Family coverage must ISC be purchased at the ISC within 30 days of arrival to Canada. Visit the UHIP website at http://www.uhip.mercer.ca/ for more information, or call the UHIP office at 416-978-0290

You can also find information on the ISC website at: http://www.library.utoronto.ca/isc/UHIP Website NEW/UHIP home page.htm

GSU Supplemental Health Insurance Plan In addition to provincial or UHIP health insurance, most University Of Toronto students also have access to supplementary health insurance for some health-related expenses and prescription drugs that are not covered by OHIP or UHIP. Full-time registered students are automatically covered. The cost of supplementary health insurance is included in your incidental fees if you are eligible. Claim forms for all supplementary plans are available from the student government offices or in Health Services. Part-time students do not pay the premium and are not Coverage begins when you register in September and remains in force until August 31 covered provided you have not been refunded your fees.

For further information about this coverage, please check your Graduate Students' Union Survival Handbook or the GSU website (Health Insurance) at http://www.gsu.utoronto.ca/insurance.

26 Opting Out of the Health Plan

** Only For Full-time Students ** If you have similar coverage elsewhere, you may opt out of the Supplemental Health Opt-out application forms Insurance Plan by submitting an opt-out application form to the GSU. The Opt-out deadline is in September (or in January if you first registered then). You MUST provide are available outside the proof of equivalent insurance with YOUR NAME, the NAME OF THE INSURANCE GSA office (8-105) or online COMPANY, and the POLICY NUMBER on it. via ROSI http://www.gsu.utoronto.ca/ For more information or to get the Opt-out application form, call 416-978-8465 and leave insurance/optout.html a message on the answering machine or go to the GSU website at: http://www.gsu.utoronto.ca/insurance/optout.html. The application forms will be available online in September. They will also be available outside the GSA office (8-105).

U of T Health Services

Clinic Hours: Monday, Thursday, Friday: 9:00 a.m. to 5:00 p.m. Tuesday and Wednesday: 9:00 a.m. to 7:00 p.m. U of T Health Service Health Service is a medical clinic and more. They are actively involved in Community 214 College Street Health, Health Education, and Health Promotion. The health care team includes Family Second Floor Physicians, Registered Nurses, a Community Health Coordinator, a Health Promotion Toronto, Ontario, M5T 2Z9 Nurse, a Laboratory Technician, Support Staff and Peer Educators. The Health Service Clinic offers a wide range of services for University Of Toronto students and their Phone: (416) 978-8030 partners. The CLINIC offers all that one would expect from a Family Doctor, such as website: routine checkups, and treatment of injuries and illnesses from flu to stomach disorders. http://www.utoronto.ca/health/

All full and part time Graduate Students are members of the Graduate Students' Union (GSU). The incidental fees of all Graduate Students include Health Services and as such ALL Graduate Students and their partners are eligible to use University of Toronto Health Services. Safety and Security

Safety and Security in the OISE building should not be taken lightly. The only people that should have access to the department are those who have been issued keys, with the exception of students attending classes held in department seminar rooms. Visitors can be present if TPS community members are also present but should respect the privacy and need for concentration of others working in the department. Computer labs are only available to TPS students, faculty and visiting scholars. Other students have access to labs in their own departments as well as in the third floor labs. UNIVERSITY POLICE A peephole has been installed in the front door of the department. Please use it if EMERGENCY 416-978-2222 someone is knocking on the door and only let in those that you know are part of the TPS General Number community. The door should always be locked after regular business hours. 416-978-2323 Since the building is open 24 hours a day, there are some safety measures that have Community Safety been put in place by the Operations Manager at OISE. We encourage students to use Coordinator these services when staying after hours. 416-978-1485

Two-way radio system Walksafer 416-978-SAFE If you are working late in the building it is possible to request a two-way radio from Security. There are 8 of these radios available for use and you just need to present your I.D. card to the Security staff when you make the request. Escorts If you are parked in the parking lot, you can ask a security guard to escort you to your car. Although you may have to wait a little while for the escort, it is worth it! If you want to use this service, let the Security Guards know in advance (Front desk, ext. 4710). You may have to wait about 15 minutes for an escort.

Thefts Thefts occur! Make sure that you do not leave unattended purses, wallets or any other items, which you treasure. In the event of a theft it should be reported to Security immediately (416-926-4710).

Please note: OISE disclaims responsibility if theft occurs to any personal equipment (i.e., computers, typewriters, lamps, etc.).

Fire drills OISE has occasional fire drills but these are generally announced in advance. If you hear the alarm, leave the building by one of the two stairways accessible from each floor. (The south stairway is generally less congested than the north one).

Community Safety Coordinator The Community Safety Coordinator is responsible for coordinating ongoing education and outreach initiatives directed at improving safety and security on campus and for the coordination of the university's personal safety programs. The coordinator works closely with the complementary services provided by other Equity Officers and the Office of Student Affairs.

Communications and Technology

TPS Website (www.oise.utoronto.ca/depts/tps) We are continuously updating the TPS website. The “News and Events” page is a great place to find out the latest news and information about upcoming events and workshops. You can also access the current and archived issues of the TPS E-newsletter, the various student handbooks, and find links to course schedules, student resources and much more. Students are encouraged to mark our website as a “Favourite” or “Bookmark” on their browser and visit the site frequently.

The OISE website (www.oise.utoronto.ca) and the OISE Student Services website (www.oise.utoronto.ca/studentservices) are also great sources of information about OISE news and current events.

Announcements Read notices on the bulletin boards in order to keep up-to-date with what’s going on. The main area for notices is in the TPS lounge. Here you will find information on current events at OISE, course offerings, scholarships, calls for papers, conferences, deadline notices, workshops and employment opportunities.

28 Email accounts As an OISE student, you are entitled to an email account free of charge. You will automatically be assigned an email account once you become a registered student. Your You will automatically be assigned an email account userID will likely be your first initial, last name. Your password will be your student ID#. once you become a You can change your password once you have logged into the system. registered student.

If you are logging in from the student computer labs at OISE, the computer should userID = first initial, last already have the First Class software installed. You will only need to provide your userID name and password. password = student ID#

If you are logging in from home, you will need an internet service provider (ISP) and the Please provide Lori May, Communications & Special First Class software. You can obtain the First Class software (free of charge) and more Projects Coordinator (Room information about this process on the World Wide Web at 6-213) with your email http://www.oise.utoronto.ca/ec/iea/index.html. address, since she will be communicating with you and If you have not been assigned an email account, you can get one free of charge as long providing information at as you are a registered student at OISE. To do this, go to the Education Commons various times throughout the academic year. Computer Labs (3rd Floor, 252 Bloor St. W.) and fill out an application for an email Lori can also be reached at: account. Ask the advisor on duty for assistance. An application form can also be [email protected] downloaded via the World Wide Web at http://www.oise.utoronto.ca/ec/fads/E-Mail- App.PDF. Once you fill out and sign the Application Form, you can fax it to the Education Commons at (416) 926-4737 or bring it to the Education Commons Help Desk (3rd Floor Labs). It normally takes 5 business days to set up your account.

You will also need to apply for a UtorID. This will enable you to use computers in the student computer labs, participate in on-line discussions and use various electronic resources. You can apply for a UtorID through the Education Commons Department.

Important Note: Please provide Lori May, Communications & Special Projects Coordinator (Room 6-213) with your email address, since she will be communicating with you throughout the academic year. Lori can also be reached at [email protected]. Computers The TPS department has several computers (PCs & Macs) and two printers available for student use in our student computer labs (rooms 6-124 and 6-270). All students must adhere to the student computer lab policy when using the lab computers.

COMPUTER LAB USE POLICY

GENERAL The two computer labs on the sixth floor of the OISE/UT building in the Department of Theory and Policy Studies in Education are provided for the academic use of TPS students, faculty and staff only. Non-academic activities such as email and web-surfing are permitted, but only during non-peak hours.

We operate this lab on a first come, first served basis.

During peak times, please limit your usage time to 2 hours.

Please be considerate and have any conversations as quietly as possible in the labs.

PRINTING All TPS students, staff and faculty are welcome to print on the student lab printers with the condition that they supply their own paper.

SOFTWARE, HARDWARE, and DATA Unauthorized personnel should not install additional software on any of the student lab computers without the explicit permission from the department.

Tampering, relocating or removal of computer equipment is prohibited.

DO NOT STORE ANY DATA ON THE COMPUTERS. All student lab computers are “cleaned up” on a regular basis. This means that the software and any data that resides on the computer will be erased and software reinstalled. Hence, any data that is stored on the computer may be erased without prior notice.

The Education Commons computer labs (3-320), located on the third floor of OISE allows OISE members to access Macintosh, Windows 95/98/2000/NT/XP workstations running productivity, research tools and curriculum software, plus multimedia peripherals and cost-recovery laser printing. The area has 6 bookable classrooms and a Drop-in area that is available 24 hours a day. See page 33-35 for more information about the Education Commons.

Media Services Audio-Visual Equipment 252 Bloor St. West, Cassette recorders, televisions, LCDs, laptops, videocassette recorders, dictaphones, 3rd floor transcribers and other analog and digital audio/visual equipment can be borrowed from Tel: (416) 926-4705 MultiMedia Services located on the 3rd floor. Some equipment may be taken out of Fax: 926-4711 OISE. You will have to provide your student number. There is no charge for equipment email: issued for course work or research purposes. [email protected] If you require equipment such as flip charts or other audiovisual equipment for class seminars and other presentations check with your instructor or contact MultiMedia Services. Book as far in advance as possible.

Mail Student mail folders are near the front desk of the department. Please see the Departmental Receptionist or Cecilia Cavaliere to get a folder set up for yourself.

30 Student Telephone There are student telephones in the main lounge area, in the student computer lab (6- 124) in the south end, and in the north end lounge (in front of room 6-262). It is advisable not to rely on these phones as a place for people to reach you since there is no guarantee that someone will be around either to look for you or take messages. We do not have an established system for receiving phone messages for students. The student phones can be used for outgoing, local calls only.

Student Addresses and Phone Numbers Please ensure that the Registrar’s Office is informed of any address or phone number changes. It is a policy of the department not to give out anyone's home address or phone number unless that person has given Marion Morgan or Janice Verner written permission to do so. THE EDUCATION COMMONS @ OISE

In partnership with academic programs and research initiatives, the Education Commons (EC) provides services traditionally associated with libraries, distance learning, computing, and media centres to meet the information and technology needs of the OISE community. Located at the main campus, 252 Bloor St. West, and through field operations, in person and through electronic means, the Education Commons seeks to provide ‘one-stop-shopping’ for knowledge services. Visit their website (http://www.oise.utoronto.ca/ec) for the most up-to-date information.

Library and Information Resources @ OISE

The Library is accessible from the ground floor lobby. . Circulation Services: (416) 978-1850 . Curriculum Workshops: (416) 978-1951 Marian Press . Database Instruction: (416) 978-1951 Marian Press . Telephone Renewals: (416) 978-8450 . Reference Services: (416) 978-1860 email: [email protected] . Library Website: http://www.oise.utoronto.ca/ec/library/

The OISE Library houses a collection of nearly one million items specializing in education, with growing strengths in related social sciences and humanities. Included are extensive reference materials, over two thousand serial titles, and complete microfiche holdings of the ERIC and ONTERIS document series. The collection includes materials on curriculum and instruction, foundations and contemporary classroom courses, suggestions for effective classroom teaching, as well as ideas for projects, activities and experiments. Ministry of Education and Training documents, school board curriculum materials, current and historical textbooks used in Ontario schools, as well as a representative collection of children’s literature are also available. The media collection holds a varied and extensive collection of computer software, videotapes, kits, cassettes and other materials.

In addition to circulation services, the OISE Library offers reference assistance to aid students in accessing information either in paper or electronic format. Through the University of Toronto Library, OISE students have access to a wide range of online databases and electronic journals. Visit the U of T Libraries’ homepage at http://www.library.utoronto.ca for the most comprehensive listing of the University’s libraries, directions and a map.

More information and useful links about libraries and their services can be found in Getting There: A Student Guide to the University of Toronto (Graduate Students’ Edition) or online at http://www.library.utoronto.ca.

T-Cards T-Cards, which have a computer chip, serve as the student card and may also be used for library borrowing, as well as for access to online databases and e-journals from home and for photocopying and printing from the online computers on the ground floor, once value has been added to the card. Cash-to-card machines are available on the Concourse and second floors of the Library.

T-cards are only available from the T-card Office located in the south lobby, Room 2054, 2nd floor, Robarts Research Library. For additional information and current hours of service visit the T-Card web site at:

28 TPS Student Handbook 2007/2008 Communications and Technology http://www.library.utoronto.ca/services/card/index.html Technology and Computing @ OISE

EC Computer Labs and Drop-In Area – These are located on the 3rd floor. The drop-in area and Lab 6 are open 24-hours a day when the building is open. PC’s running Windows are available, as are Macintosh computers. Software includes various Microsoft products such as Word and Excel, and a wide variety of Ontario ministry- licensed software products, including Claris Works, FileMaker, and Corel Suite (Word Perfect). Printing is also available by account, $0.10/page black and white and $1.00/page colour. The labs are also home to six state-of-the-art teaching classrooms that can be booked for teaching and demonstrations.

The Help Desk is located in the heart of the drop-in area and is open for extended hours weekdays and weekends during the regular school year. On-duty advisors are happy to help with small problems of short duration in person, and they also staff a call-in service, open whenever the Help Desk is open. The phone number is (416) 978-1795. Advisors are there to help you with problems connecting to the central OISE computers; with problems using the suite of supported software; and with the processing of OISENet accounts and Internet connectivity issues. The Help Desk is not a personal computer The Help Desk repair shop. 416-978-1795

Computer Workshops – In-depth, multi-week workshops are available through the Hours of Operation: Education Commons. This year's topics are The Virtual Library (accessing resources Mon-Thurs: 8:30 am – 9:30pm and information) and Complete Your Thesis (detailed knowledge about academic Fridays: 8:30 am – 5:00 pm document processing and bibliographic software). Please visit the Education Commons Saturday: 9:00 am – 2:00 pm Sunday: 12:00 pm – 5:00 pm for more information (3rd floor).

Reception and Accounts – The Education Commons Reception is located on the 3rd floor. Reception can handle your general administrative inquiries and can facilitate the acquisition of some higher-end computer accounts. Reception is also the destination regarding the booking of audio conferencing and computer workshops (see below).

Core Technology Services – Members of the Core Technology Services Group (CTS) are the behind-the-scenes women and men who maintain the computers, both central and desktop, throughout OISE. Members of the CTS Group may be available by appointment to help with high-end hardware solutions. Please see the EC Reception for more information. Hardware problems with OISE-owned equipment should be reported to (416) 978-1795.

The Academic Computing Group (ACG) – The Academic Computing Group (ACG) provides a teaching and consultancy service for members of the OISE and broader educational community regarding the appropriate and effective use of technology in research and course delivery. In addition to the consultancy services, the ACG also maintains and supports the use of a number of computing facilities. These include the Knowledge Innovation Lab, the Multimedia Innovation Lab, Digital Media Productions Suites, Video-Conferencing Suites, and the Student Lab Complex. . Communications and Technology

MultiMedia Services – Media has two locations, the prime hub located at 252 Bloor St. West, 3rd floor, Tel: (416) 978-1802, Fax: 926-4711, Email: [email protected], and their satellite operation at 371 Bloor St. W., Room 224, (416) 978-1265. Please refer to their website for more details and hours of operation. Media offers a wide variety of circulating equipment, services and production facilities, some which include:

 Video Playback Equipment  Multi-system Video Playback Equipment  Video Camcorders (VHS)  Overhead Projectors  LCD Projectors, Laptops  Slide, 16mm, Film and Filmstrip Projectors  (3) Data/Video Pros.  Audio Cassette Recorders/Players EC online  Audio Cassette Transcribers  Audio/Analog to Digital Transfer/Duplication http://www.oise.utoronto.ca/ec  Audio Tape and Video Tape Duplications  Audio Tape and Video Tape Format Transfers (i.e. 8mm to VHS)  Audio Tape and Video Tape Sales  International Video Tape Conversions (blank CD conversion to NTSC only)

EC Information On-Line Education Commons website http://www.oise.utoronto.ca/ec OISE website http://www.oise.utoronto.ca

Please refer to their websites for the most up-to-date information or new opportunities as the year progresses. They also maintain a number of public conferences with various kinds of information including Official Announcements, OISE Events and the Electronic Café. You will need to obtain your OISEnet email and conferencing account to access these. Please refer to the conferences frequently for additional news and information about the community.

Ensure you pick up the “Working with Computers@OISE” and “OISENet: a User’s Guide” mini manuals which will give you all the relevant information you need to obtain and access your accounts.

ADMINISTRATIVE DETAILS

Department Keys The department is locked after office hours (9:00 am - 5:00pm) on weekdays and on weekends. Keys are issued to TPS students for the offices in which their desks are located. The same key may be used to open the main department door after office hours. Please see Cecilia Cavaliere if you want a key. There will be a deposit of $20.00, which will be refunded upon return of the key.

Desks Desk request and renewal forms are available The TPS Space Committee, allocates TPS Graduate Student Desk space. Desk on-line only at allocation will take place every September. All desk request and renewal forms are www.oise.utoronto.ca/ available on-line only at http://www.oise.utoronto.ca/depts/tps/space_requests/ and depts/tps/space_requests/ are due on Friday, September 5, 2008. and are due on Fri, September 5, 2008 1. Students who do not currently have a desk must apply by the deadline above.

34 Communications and Technology

2. All students currently occupying a desk must renew their application by the deadline stated above. Requests for a different room or desk number should also be made on the form and will be accommodated where possible.

Any desks not renewed by the deadline will be reassigned.

Desk allocations will be made by the end of September.

Preference will be given to doctoral students, students who do not have desk space elsewhere on campus, and students who currently are assigned a desk. Successful applicants will receive an email confirmation of the office and desk number, and instructions about how to obtain an office key (a $20.00 deposit is required).

Faxing Students may receive faxes at any time through the departmental fax: 416-926-4741, at a cost of .10 cents per page. Students may send local faxes only from this number. Ask any of the administrative staff for assistance with faxing. The fax machine is located near Students may obtain a photocopy code from the main entrance of the Department in the main secretarial work area. The Departmental Receptionist A note of caution: If you give out the Department's fax number in order to receive faxes you will be charged for any fax you receive.

Photocopying You can use the photocopiers in the department, however, you will be charged .10 cents per page. If you wish to use the photocopier, you can obtain an account number from the departmental receptionist. None of the photocopying you might do inside OISE is a real bargain. However, if you go to one of the copy shops on Bloor or College Streets you will find prices ranging between .03-.05 cents per page.

Letterhead OISE and TPS letterhead paper and envelopes should be used only with permission and only for department-related projects such as graduate assistantship work and for correspondence related to theses, term papers, or job searches. There may be a charge for letterhead and envelopes if you require large quantities for a specific project. Please speak to the Departmental Receptionist or Cecilia Cavaliere to obtain letterhead paper or envelopes.

Room bookings Three rooms are available for booking for members of the department. These are rooms 6-122, 6-259. 6-196 & 6-272. The books for room-booking are kept in the same area as the “Student Pick-up” shelf in the main administration work area near the Departmental Receptionist’s desk. For room bookings elsewhere in the building please see the Departmental Receptionist who liaises with the Office of Space Management.

Refrigerators and microwaves There are two refrigerators and three microwaves in the department. The refrigerator and microwave in the north computer lab (6-270) are reserved for student use and the Remember to notify refrigerator and microwave located in the south corridor are also reserved for student The Departmental Receptionist if you will be use. Please use this equipment responsibly. Remember to clear out any old food that hosting an event you haven’t eaten. It is the responsibility of every member of the TPS community to in the TPS Lounge ensure that the refrigerators and microwaves are clean. Communications and Technology TPS Lounge The TPS lounge is located at the main entrance to the department. This is common space, so please feel comfortable using it. Hopefully it will be a space for reading, socializing, lounging and having a cup of coffee or tea! Many TPS events, such as Bookstores in the area: afternoon teas, graduation receptions, departmental parties, thesis group meetings, and many other events are held in this lounge. U of T Bookstore Koffler Student Centre As TPS students, you may use this space for your own special event. However, if you 214 College St. intend to use this space for an event for more than 10 people, please let the (416) 978-7900 Departmental Receptionist know so that s/he may keep note of it and “book” the space Bob Miller Book Room for you. Please note: Although you may book this space for your event, TPS faculty, 180 Bloor St. West students and staff will still have access to the lounge during your event. (416) 922-3557 OISE Library Carrels Toronto Women’s Book You can use a private carrel temporarily whenever the library is open. Ask for a key at Store the circulation desk. Carrels can be reserved for one day only. There are also open 73 Harbord St. carrels around the library, which can be used by anyone while the library is open. (416) 922-8744 Carrels at Robarts Library You may apply for a carrel and/or book a locker at Robarts Library for the academic year. Books can be signed out to your carrel between September and May. You can apply for a carrel at Robarts Library by reading the instructions and filling out an application form provided on the web at http://www.library.utoronto.ca/services/index.html. This website outlines the application process, the priorities list, and the rules and regulations of holding a carrel at Robarts.

Bookstores There are a few bookstores in the immediate vicinity of OISE which carry selected course books and other references useful to TPS students. Check for student discounts that might be available.

Housing

Off-Campus Housing The Student Housing Service at your campus provides a registry of advertisements for private and shared off-campus housing. Information is available through posted lists or U of T's Student Housing Service through on-line search by type of accommodation, area(s) of the city, and price range Koffler Student Services desired. Once students have their student identification, the listings can be viewed on the Centre Internet. 214 College Street Toronto, ON M5T 2Z9 There is also a wide range of resource material and services available to assist students Tel. 416.978.8045 Fax in successfully arranging the type of accommodation they need: advertisements for 416.978.1616 shared or sublet accommodation, the “Buy and Sell Board”; telephones for contacting landlords, street maps and public transit maps to assist you in locating and traveling to email: accommodation you wish to inspect; and a wide selection of information sheets. Bring [email protected] your TCard or letter of acceptance in order to access the Service. website: http://link.library.utoronto.ca/ On-Campus Housing studenthousing There are residences on all three U of T campuses. The Student Housing Service provides up-to-date information on all the residences and their availability. The September to June: Mon, Wed, Thurs, Fri: Residence Information Terminal on the St. George Campus allows you to get information 10 am - 5 pm as well as view photographs of both the interior and exterior of all the residences. Tues: 10 am - 7 pm

Summer Hours (July & August): Mon, Wed, Fri: 10 am - 4:30 pm Tues & Thurs: 10 am - 7 pm Sat (Jul10-Aug28): 10 am -3 pm

36 Communications and Technology Family Housing Housing for students and their families is available at the St. George campus. There are 710 unfurnished bachelor, one and two bedroom units in two 20-storey high-rise towers located at 30 and 35 Charles St. W. Priority is given to couples, couples with children and single parents. Applications are available from the Student Housing Service (Koffler Student Services Centre). The waiting period ranges from 8 to 12 months, depending on the type of accommodation requested. There is a nursery school and park located at 35 Charles St. W.

The following three residences provide accommodation for graduate students:

Knox College Wycliffe College 59 St. George Street. 5 Hoskin Avenue Toronto, Ontario Toronto, Ontario Canada, M5S 2E6 Canada, M5S 1H7 (416) 978-4500 Phone: (416) 946-3535 Fax: (416) 946-3545 Email: The bulletin boards located [email protected] on each floor by the elevators at OISE are also Graduate House good sources for individual 60 Harbord Street advertisements of Toronto, Ontario apartments and houses. Canada, M5S 3L1 Many of these Telephone: 416-923-6641 x 8157 advertisements are for Fax: 416-926-4765 shared accommodation. Email: [email protected] www.sgs.utoronto.ca/residencegradtwo Graduate/second entry students only, co-ed, apartment-style with kitchens

Parking Indoor parking for cars and bicycles is available in the garage under OISE, access via Prince Arthur Avenue at the rear of OISE. There is no charge for using the bicycle racks. Daily and monthly rates are available and off-hour flat rates. There is also a public parking garage on Bedford Road or you can take your chances trying to find a parking spot along the nearby streets most of which have parking metres or allow you to park for a maximum of an hour. If you don't mind walking a bit there is a public parking lot just North of Bloor St. on Spadina on the west side of the road beside the public library. It has lower rates than most public parking lots in the vicinity.

Childcare The OISE Parent Group The OISE Parent Group offers parents friendship and support as they complete their Kidspace Inc. Daycare academic journey at OISE. Meetings are informal and held monthly at OISE throughout 252 Bloor Street West the school year. Both parenting and academic issues may be topics for discussion. 1st Floor Children are welcome to attend. Please contact Sue Winton at [email protected] Phone: 416-926-4702. for more information. Fax: 416-926-4725 email: Ruth Rakoff, Kidspace Inc. Daycare [email protected] Kidspace Inc. Day Care is a non-profit centre that provides daycare for children of staff, Hours: students, and faculty at OISE. Kidspace is licensed to care for a maximum of 24 children Monday-Friday between the ages of 2 1/2 and 5 1/2. The children are cared for by qualified teachers who 8:00am-6:00pm Communications and Technology

provide group and individual activities designed to promote gross and fine motor skills, language development, cognitive skills, and social and emotional growth. Children wishing to attend Junior or Senior Kindergarten are accompanied to Huron Public School in the afternoon.

Kidspace is open Monday to Friday from 8:00 a.m. to 6:00 p.m. Part-time care is available. Fee subsidies are available but must be applied for from the Metro Toronto Children's Services Department.

The Family Care Office The Family Care Office provides members of the University of Toronto community with information on childcare availability and child care subsidies. Information about child care centres on campus can be viewed on the Family Care Office website The Family Care Office (http://www.library.utoronto.ca/familycare) under Choosing Child Care. Information about Phone: 416-978-0951 childcare centres near campus or the area where you live can be accessed through the email: Family Care Office. [email protected] website: The office has information on a wide range of summer camps and programs. Please www.library.utoronto.ca/ contact the office (416) 978-0951, email: [email protected]) for personalized familycare assistance in choosing the best summer camp for your child.

Regular workshops are offered to assist parents in choosing the most appropriate form of care for their child. For further information about seminars and workshop, or to register, please call the Family Care Office at 416-978-0951 or email [email protected].

STUDENT FINANCIAL SUPPORT

Students should note that OISE students are NOT eligible for any University of Toronto awards or bursaries. For more detailed information about financial support IMPORTANT NOTE refer to the 2008/2009 OISE Bulletin (Financial Support section, pages 193-197), and A Guide to Financial Resources at OISE/University of Toronto or contact Margaret Deadline dates and Brennan, Student Services Office, 8th Floor, ext 2650. amounts of awards are subject to Note: Many funding applications require letters of reference so it is always beneficial to change. start building relationships with your professors at OISE early in your academic journey. That way, they’ll be familiar with you and your work by the time you need Find current to ask for a reference and your references will be recent. information on scholarships, bursaries and other sources of CONFERENCE FUNDING funding on the bulletin Attending conferences in your field is a great way to find out about the latest research. boards in the TPS Presenting a paper or poster at a conference looks good on your CV and on funding department, at Student applications. It is also a good opportunity to meet and mingle with other researchers. Services on the 8th floor Conference costs may be reimbursed through the Dean’s office, GSA, and other funding and outside the agencies. You should contact these associations directly and inquire about any funds Registrar’s Office on that they may have to support you. the 4th floor. Student Travel Fund for Graduate Students All registered graduate students who are presenting a peer-reviewed paper or poster at a scholarly conference are eligible to apply for funding. The Deans' Office will provide $150 minimum to $300 for conferences held within North America (but outside Ontario) and $400 minimum to $850 for conferences outside North America. A general cap of $1,150.00 will be applied for the fiscal year (May 1 – April 30). Therefore, students may claim for more than one conference during the year, up to a maximum of $1,000.00

38 Communications and Technology Applications and a set of guidelines for applying may be downloaded from http://www.oise.utoronto.ca/oise/Students/DD_Conf_Fund.html OISE GSA Conference Funding These funds are available to students who present or attend a conference. Funding is determined by location of the conference, whether you attended or presented at the conference, conference costs, etc. Conference Funding Forms are available outside the OISE GSA office on the 8th floor (8 -105). The forms should be returned to the GSA office and should indicate deadline dates, necessary information, etc.

Other Conference Funding There is additional conference funding available to international students through: 1. OTF (Ontario Teachers’ Federation): Applications are available outside the ISA office (Room 8-107) 2. ISA Office: International Students’ Association

DOCTORAL THESIS COMPLETION GRANT 2008 (Ph.D. STUDENTS IN YEAR 5 AND 6)

 All full-time Ph.D. students who are registered in the fifth or sixth year of study in 2008-2009 are eligible for a Doctoral Thesis Completion Grant (payable in two installments – October, January). The 2008-2009 grant is in the amount of $3,179.00.  Once all degree requirements have been met, subsequent installments of the grant will be cancelled.  If you have not received an application in the mail, but believe that you are eligible, you may obtain a copy of the form from the Student Services website after October 1, 2008 (http://www.oise.utoronto.ca/studentservices).

OISE GRADUATE STUDENT FINANCIAL SUPPORT Refer to: Information on the Guaranteed Funding Package http://www.oise.utoronto.ca/studentservices/financialinfo/minfund.php

Beginning in the 2003/04 academic year, the Ontario Institute for Studies in Education of the University of Toronto was able to provide guaranteed funding packages to full-time graduate students in the Ph.D. and non-professional MA programs.

OISE offers a funding package in the amount of $13,000 plus the value of tuition plus incidental fees. The funding package covers the period September to August of each academic year. Note that since funding does not begin until September, if a student starts the first year of his/her program in the summer term (May-August), the summer fees will not be covered by the funding package. In the case of International Students, single UHIP coverage is included in the funding package.

You may access more detailed information about the guaranteed funding package from the document Information on the Guaranteed Funding Package (http://www.oise.utoronto.ca/studentservices/financialinfo/minfund.php Communications and Technology

OISE/UT GRADUATE ASSISTANTSHIPS (GA) Refer to: 2008/2009 OISE Bulletin, page 193 http://www.oise.utoronto.ca/studentservices/financialinfo/gradasst.php

GA Application Deadline:  GAs are unionized positions represented by CUPE 3907 (Room 8-104). TBA  At OISE there are 45 GA awards available during the September-April academic year, as well as 24 summer awards. Value : $10,886+ $250 ($550 for international  Only some of these positions are open to new applicants in any given year. students) per year in lieu of  A GA pays $10,886 for 2 terms (approximately 10 hours per week – 113-133 hours benefits per term).  Each student also receives $250 ($550 for international students) per year in lieu of benefits. This lump sum payment is paid out annually with the first payment of the student’s GA and is awarded only once during the period May to April.  Masters students are eligible to hold a GA in the first 2 years of their program.  Doctoral students are eligible to hold a GA in the first 5 years of their program. (The GA will be renewed automatically up to the 4th year.) Students must apply for the 5th year.

How and where do I apply? Applications for the regular academic GAs can be downloaded from the Student Services website. Two copies of the application form should be returned to Student Services by the December 1st deadline. Applicants will be advised of results in mid-March. Should you have any questions regarding your ranking within your department, please see CUPE 3907. Applications for the summer GAs will be available mid-February.

***Don't miss the "Tips & Tricks" workshops presented by CUPE 3907 in late November. This workshop will provide information on filling out the GA applications. Notices for dates and times will be posted around OISE/UT as well as the Student Services website. You can also verify the dates with CUPE

RESEARCH & DEVELOPMENT GRADUATE ASSISTANTSHIPS (R&D GA) R&D GAs will be posted in May, September, and/or January. Unlike the Regular Graduate Assistantship, the R&D GA is available through a job posting rather than through a ranking process. There is no application form; students should apply with a letter and a brief curriculum vitae.

All students are not necessarily eligible for each position. Eligibility criteria will be stated on individual postings. Students may not concurrently hold a Graduate Assistantship and a Research and Development Graduate Assistantship.

For further information regarding the departments posting these positions, please ask your academic liaison officer, Margaret Brennan in Student Services, or contact CUPE 3907 (Room 8-104.)

40 TEACHER EDUCATION PROGRAM ASSISTANT (TEPA) TEPAs offer doctoral students the opportunity to gain teaching experience by working with instructors in the Initial Teacher Education (B.Ed.) program.

New appointments are for full-time positions (220 hours at a rate of $36.35 per hour) For students in the during the September to April period and are renewable for another three years. Students guaranteed cohort (Ph.D. will also receive 4% vacation pay. For students in the guaranteed cohort (Ph.D. Years 1- Years 1-4), a maximum 4), a maximum of $7,997 ($7,690 plus 4% vacation pay) will be counted toward OISEs of $7,997 will be counted funding guarantee. toward OISEs funding guarantee. Available TEPA positions are advertised on the Student Services website each Spring. Please visit: http://www.oise.utoronto.ca/do/TEPA/

SSHRC/OGS SCHOLARSHIPS Refer to: 2008/2009 OISE Bulletin, page 196.

Social Sciences and Humanities Research Council of Canada Doctoral Fellowships (SSHRC)

APPLICATION DEADLINE: October 6, 2008 Value: $20,000 per annum

 The value of a SSHRC is $20,000 per annum for up to the first four years of study.  Students who do not receive a SSHRC in their first year may reapply and are eligible to get a SSHRC up to their first four years of study.  Students who receive a SSHRC in their first year of study will receive it for their first 4 years of study. Students who receive a SSHRC in their second year will receive it for the next 3 years of study…etc. Students who receive a SSHRC do not have to reapply. Students who apply for SSHRC are strongly encouraged to apply for OGS as well.

Applications for the SSHRC Fellowship are available only on the web at http://www.sshrc.ca/web/apply/program_descriptions/fellowships/doctoral_e.asp. Procedural instructions will also be available at www.oise.utoronto.ca/studentservices

Applications must be submitted to your academic liaison officer by the departmental deadline (October 6, 2008). Each application is assessed and ranked by the department and forwarded to the Student Services Office for submission to the School of Graduate studies (SGS). Each department receives a quota and only those applications within the quota are forwarded to SGS. SGS does a university-wide assessment and forwards the best applications to the Council for final assessment. Decisions are announced in late April. Student Financial Support

Ontario Graduate Scholarship Program (OGS)

APPLICATION DEADLINE: October 6, 2008 Value: $15,000 per annum

 OGS awards are not automatically renewed. You must submit a new application each year (12-month period).

Applications for the OGS are available from each department or on the web at http:// osap.gov.on.ca. Procedural instructions will also be available at www.oise.utoronto.ca/studentservices

Applications must be submitted to the student’s department by the departmental deadline (October 6, 2008). Each application is assessed and ranked by the department and forwarded to the Student Services Office for submission to the Ministry for further assessment. Decisions are announced in late April.

SCHOLARSHIPS/FELLOWSHIPS Refer to: 2008/2009 OISE Bulletin, pages 193-197

OISE Scholarships for Aboriginal Students OISE/UT Scholarships for The scholarship, with a value of $12,000, will be awarded annually to an Aboriginal Aboriginal Students student who will be registered on a full-time basis in a graduate degree program at OISE. Application Deadline: Aboriginal candidates (Inuit, Native, Status Indian, Non- Status Indian, Aboriginal TBA Members of First Nations, or Métis) who are new applicants to a graduate degree program or current students continuing in the same degree program are eligible to apply. Value: The recipient will be selected on the basis of academic merit and previous and intended $12,000 contribution to his/her community. Preference will be given to new applicants to a graduate degree program.

Application forms are available from OISE Student Services Office, Graduate Financial Awards, 252 Bloor Street West, 8th floor, and must be submitted by December 1. Applications are also available online at http://www.oise.utoronto.ca/studentservices/osapBursaryAward/awardApps/aborAppl.pdf Payment of fees is the responsibility of the scholarship holder.

42 Student Financial Support

Margaret I. Hambly Memorial Fund The Ontario Institute for Studies in Education (now OISE) established the Margaret I. Hambly Fund in memory of the Institute's first Registrar. The fund is intended primarily for Margaret I. Hambly persons over thirty-five years of age who are residents of Canada and who are returning Memorial Fund Application to continue their studies after being out of the work force for a number of years. The Deadline: fellowship has a value equivalent to the annual income to a maximum of $800. Funds will January 15th be available to both full-time and part-time students. Criteria for the award will be firstly, Max. Value: demonstrated potential and promise of service to the educational community and, $800 secondly, financial need. A statement pertaining to past contribution to education must accompany the application.

Application forms are available from OISE Student Services Office, Graduate Financial Awards, 252 Bloor Street West, 8th floor, and must be submitted by January 15th. Applications must include an outline of the applicant's financial position.

Hetty C. Chu Memorial Fellowship The fellowship, with a value of $800, is to be awarded to an applicant who resides in Canada, and is 25 years of age or older; holds a bachelor’s degree from an accredirted Hetty C. Chu university and acceptable under OISE’s admission policy; was in full-time paid Memorial Fellowship employment for at least two continuous years prior to enrolment at OISE; and is in need Max. Value: of financial assistance. $800

Application forms are available from OISE Student Services, 8th floor, 252 Bloor Street West. Wilfred Rusk Wees Fellowship The Wilfred Rusk Wees Fellowship was established in honour of Wilfred Wees, an OISE faculty member, by his wife. The fellowship has a value equivalent to the annual income Wilfred Rusk Wees to a maximum of $1,500 per academic year. In order to qualify for consideration an Fellowship applicant must plan to study on a full-time basis, read Dr. Wees's thesis entitled "The Application Deadline: Effect of the Form of Presentation on the Form of Reproduction of Prose Passages," and January 31st submit a 2,500-word essay on the thesis. The thesis is available from both the OISE Max. Value: Education Commons and the U. of T. Robarts Library. $1,500 The essay must be submitted by February 28 to Mary MacDonnell, OISE Student Services Office, Graduate Financial Awards, 252 Bloor Street West, 8th floor, Toronto, Ontario M5S 1V6.

In keeping with OISE’s commitment to unfettered scholarship and to combating all forms of discrimination, applicants are encouraged to attend to the sociological and historical contexts in which Dr. Wees's thesis was submitted and accepted by the University of Toronto in the 1930s. Applicants are also encouraged to submit essays that consider the development of our understanding of the origins, functions, and implications of racism in education, should this aspect of the thesis prove of interest to them. The fellowship will be awarded on the basis of academic merit, financial need, and the quality of the essay.

Application forms are available from the OISE Student Services Office and must be submitted by December 1st. Applications must include an outline of the applicant's financial position. Student Financial Support Christopher Parker Memorial Fund The fund was established through a foundation at the Ontario Institute for Studies in Education (now OISE) to provide a one-time grant to support full-time graduate students with disabilities to enable them to continue their studies when financial emergencies occur. Under the terms of the fund, preference is given, but not limited to, students with hearing impairments. Applications will be considered as they are received.

Application forms are available from OISE Student Services Office, Graduate Financial Awards, 252 Bloor Street West, 8th floor, 8-225.

The William Pakenham Fellowships The William Pakenham Recipients of these awards in the amount of $5,000 each, must pursue full-time study in Fellowships: education in the Fall and Winter Sessions in which they hold the award at the University Two Awards of Toronto, or at some other university approved by OISE. Applicants must be residents $5,000 Each of Ontario, holding a bachelor's degree and a teacher's certificate valid in a Canadian province, and must submit a record of professional experience and evidence of ability to Application Deadline: March 15th make a contribution to education in Canada as a result of further work. Application forms are available from OISE Student Services Office, Graduate Financial Awards, 252 Bloor Street West, 8th floor and must be submitted by March 15th.

Keith McLeod Scholarship Keith A. McLeod, a professor of education at the University of Toronto for over 25 years, Keith McLeod Scholarship established a scholarship with an award or awards to total $1500 per year. The purpose Application Deadline: of the award(s) is to give support to students in graduate studies in education at the March 15th University of Toronto (OISE). Specifically, the support is for assisting graduate students Max. Value: in education who are: $1,500  Focussing their study on culturally oriented community organizations and their educational endeavours, or who are studying the educational roles of libraries, museums, galleries, conservatories, or voluntary associations.  Studying the cultural context of a school community or educational communities; examining how schools, museums, libraries and/or similar community institutions or programs reflect or provide for ethnocultural diversity or multiculturalism, antiracism, human rights, and equity, or Canadian culture.

Adjudication of the applications will be based upon how well the above criteria are reflected in the proposal and on the following: clarity of the intent and focus; coherence of the proposal; relevance and applicability; originality and creativity; contribution to the state of knowledge and practice; evidence of theoretical content and analysis; and feasibility.

Application forms are available from OISE Student Services, 8th floor. Applicants should submit an application form, a proposal, and at least one letter of reference to the Student Services Office, OISE by March 15th.

Ontario Secondary School Teachers’ Federation (OSSTF) - Scholarships and Awards These awards, totaling $26,900 include the Brick Robb Memorial Scholarships for OSSTF Scholarships Educational Research, the Dr. S.G.B. Robinson Traveling Fellowship, the S. Hunter and Awards Henry Memorial Fellowship, the J.W. Ansley Memorial Award for Educational Research, Application Deadline: the OSSTF Educational Enhancement Scholarship (for first undergraduate degree or January 31st diploma). All awards are granted only to current OSSTF members in good standing.

Further details and application forms are available from Bill Reith, Scholarship Committee, Ontario Secondary School Teachers’ Federation, 60 Mobile Drive, Toronto, Ontario M4A 2P3. Tel: 416-751-8300. Applications must be submitted by January 31st.

44 Student Financial Support

STUDENT LOANS

OISE Needs-Based Bursary Student Services has a bursary program to assist students with financial need. Students are expected to apply to OSAP (or other provincial student loan program) before applying for bursary assistance. Students whose exceptional circumstances deem them ineligible for OSAP may be considered on a case-by-case basis. International students, though ineligible to apply for OSAP, can be considered for emergency assistance on a case-by- case basis. The bursary program assists students who have a need beyond OSAP and UTAPS.

An application form and detailed information regarding the bursary can be obtained from the Student Services website.

The bursary committee, comprised of faculty and administrative staff, meets monthly throughout the year.

Emergency Student Loans Further Information is Full-time students in need of financial assistance may apply for an OISE Emergency available from Student Loan. Please inquire at the reception desk in Student Services, 8th Floor. OISE Student Services Office ONTARIO STUDENT ASSISTANCE PROGRAM (OSAP) Graduate Financial Awards If you require additional financial resources, ensure that you have applied for OSAP or an 252 Bloor Street West out-of-province Student Loan Program. 8th Floor Toronto, Ontario M5S 1V6  OSAP applications are available on the web: osap.gov.on.ca; you are encouraged to apply on-line. Hard copies may be obtained from and submitted to Admissions & Awards, 315 Bloor St W., but there is a $10.00 application fee.  If you would like your fees deferred, while you wait for your OSAP document to arrive, bring your OSAP Notice of Assessment and your Fees Invoice to Student Services. If you have not yet received your Notice of Assessment, you can ask Admissions & Awards to authorize a fee-deferral form, which you then bring to Student Services, along with your Fees Invoice.  The Interest-Free Status Form (Schedule 2) keeps your loans in interest-free status while you study. If you are currently receiving OSAP you do not have to complete a schedule 2 form. If you are not receiving OSAP but have outstanding loans you must complete the Schedule 2 form, have it authorized by Student Services and then submit it to Admissions & Awards who will electronically advise your lender(s). If you have an out-of-province loan you will have to complete the schedule 2 (the old 5 part form) as well as a provincial form pertinent to your provincial loan program. This provincial form may be available at Admissions and Awards. The schedule 2 Form should be completed within two months of initial registration and may not be signed outside of the period to which it refers (i.e. a Schedule 2 form may not be signed in September for the previous academic session).  If you are receiving an out-of-province loan, your loan documents will be available for pick-up in Student Services.  If you are receiving OSAP you can apply for the Ontario Work Study Program. You can earn up to $2,000 throughout the program at approximately 10 -12 hours per week. Monies earned through the work-study program will not affect your OSAP Assessment. Further details are available from Admissions and Awards, 315 Bloor Street, 416-978-2190. Student Financial Support

UNIVERSITY OF TORONTO ADVANCED PLANNING FOR STUDENTS (UTAPS) UTAPS is a U of T grant that meets unmet OSAP need. If you apply for OSAP you will automatically be considered for UTAPS. UTAPS assessments are made in late October and payment is directed to your fees account, with any balance being sent to you as a refund.

Students who are receiving out-of-province loans are also eligible for UTAPS, however, as you are not automatically considered you must complete an application. Application forms and information on deadlines are available from Admissions & Awards, 315 Bloor Street West.

46 Student Financial Support STUDENT ASSOCIATIONS

As OISE students, the following student associations represent you. DEPARTMENTAL TPS Graduate Students’ Association (GSA)

WHAT DO WE DO? The TPS-GSA is responsible for some key aspects of day-to-day student life including:

 Organizing workshops, events and celebrations  Providing funding for social and academic student initiatives  Working with TPS administration and faculty to create positive changes for students within the department.  Providing mentorship to new students  Assisting with student orientation

HOW CAN YOU GET INVOLVED?  Join the TPS-GSA and become a member for the 2008-2009 academic year  Become part of the executive team which includes 2 Co-Chairs, 2 Treasurers, 1 Secretary and 1 Communications Director  Volunteer a few hours of your time per month to support ongoing TPS- GSA activities  Email [email protected] to communicate any ideas you have to improve our department  Attend TPS and TPS-GSA sponsored events and get to know your fellow TPS-ers  Organize or assist in setting up one of the departmental events at [email protected]  Participate in one of the many groups at OISE (such as the OISE Graduate Student Association, become a student rep. on Faculty Council, or participate on other OISE-wide committees)  Become a mentor and provide assistance to incoming students

Feel free to contact the executive team at [email protected] or in the TPS GSA mail slot in the bay of faculty mail slots (lower right hand corner) in the main lounge. Send us your ideas or concerns and let us know if you'd like to participate. The TPSGSA would love to have you join their team!

OISE WIDE OISE Graduate Students' Association (GSA) The Graduate Students' Association (GSA) is the official graduate student government at OISE and is affiliated with the Graduate Students’ Union of the university. All OISE students belong to the GSA. It is an advocacy group which lobbies on behalf of students Student Financial Support in any and all social, cultural, and political events of interest to students. The GSA promotes and coordinates activities for students in various departments and decision- making bodies of OISE.

Location: Room 8-105, 252 Bloor St. West Phone: (416) 978-2421 Email: [email protected]

CUPE Local 3907 All students holding graduate assistantships at OISE are represented by Canadian Union of Public Employees (CUPE) 3907. The Local assists members with problems relating to their employment at OISE by ensuring that the GA ranking process is fair, mediating any conflicts that arise with the employer, supporting member interests and educating members about their rights and responsibilities. CUPE notice boards are located on each floor throughout OISE. As the Union is only as strong as their members are active, please consider getting involved in your union!

Location: Room 8-104, 252 Bloor St. West Hours: Posted on door and voice mail. Phone: (416) 926-4728 Email: [email protected]

Please note: New election will be held in the fall

International Students’ Association The International Students' Association (ISA) at OISE arranges "buddies" for incoming The new ISA Executive students from abroad, holds an orientation meeting and monthly luncheon meetings for elections will be held in academic exchange, and looks into the specific needs of existing and potential the fall international students. Also, the ISA organizes a series of cultural exchange activities on a regular basis, e.g., celebrations of St. Patrick's day, Chinese New Year, and Now-Rooz, etc. The ISA is represented on the GSA Council, and some other committees on behalf the international students.

Location: 8-107, 252 Bloor St. West Hours: Monday-Thursday, 10:00am-12:00pm Phone: (416) 926-4733 Email: [email protected] Please note: New election will be held in the fall.

48 Student Financial Support UNIVERSITY WIDE

Graduate Students’Graduate Union Students' Union - U of T (GSU) 16 BancroftYou Avenue are automatically a member of the GSU when you pay your student incidental fees. Phone:The 978-2391 GSU provides a wide range of services for graduate students, including political email:representation at all levels of U of T government and assistance in cutting through [email protected] red tape. The GSU runs a bar, cafe and gym. The GSU also publishes The GSU Survival Handbook annually. website: http://www.gsu.utoronto.ca

TPS FORUM

The TPS FORUM is the governing body of the Department. The Forum is used for a variety of purposes: to share information about departmental events and to give departmental members who sit on committees outside TPS a chance to report back to the department. The Forum will also be a place where departmental policies on a range of issues will be discussed and decided.

Its tasks and purposes are: • to create policies on policy • planning and budget • advice and constructive criticism to the Chair • information exchange and dialogue • making policy about: degree requirements, new programs & courses, department structure • responding to OISE initiatives, discussing and approving TPS initiatives, e.g. conferences, forms of outreach and service • acting on standing committee and ad hoc committee reports.

The values, principles and considerations, which the FORUM structure respects, are: • decisions to be made at appropriate levels in the overall structure • the size of the membership should allow us to satisfy the purposes and tasks of the FORUM effectively • there should be equitable representation • must abide by UT policy • the FORUM should serve as an effective "interface" between all constituencies, and between the constituencies and the Chair • must be designed and run in a manner whereby members are free to be open and honest, without repercussions • must be run, and operate, in ways which are respectful and civil

Voting membership of the FORUM includes: • all full time faculty with a minimum of a 25% appointment to TPS • one research officer representative • one administrative staff member • a ratio of 1.2 (1 student for every 2 faculty members). The student representatives are selected through the TPS GSA. It is recommended that the student representation include at least two graduate students from each of the four graduate Student Financial Support programs in TPS. There are four B.Ed. student representatives from the Initial teacher education Program.

Every member of the department is welcome to attend the FORUM meetings, but only FORUM members have voting rights.

STANDING COMMITTEES

The Department of Theory and Policy Studies has established a number of Standing Committees. Under the policies of the University of Toronto, two of these committees are comprised wholly of faculty members (the Merit Committee and the Promotions Committee) but all other standing committees include student representatives elected or appointed by the TPS GSA.

Programs Committee The mandate of the Programs Committee is to serve graduate and initial teacher education program needs by coordinating information and making recommendations on administrative and policy matters pertaining to the distribution of resources for the delivery of Department programs. The Committee also interprets program policies established by the OISE/UT Faculty Council and, where appropriate, develops TPS positions on policy issues addressed by Faculty Council and its committees.

Research and Development Committee The mandate of the Research and Development Committee is to serve TPS faculty, students, and staff needs pertaining to the administration of research grants and ethical reviews. This Committee makes recommendations to the Chair on the distribution of Department-administered research and travel support.

Personnel Committee The mandate of the Personnel Committee is to serve Departmental, TPS faculty, student and staff needs pertaining to personnel issues.

Promotions Committee Consistent with the “Policy and Procedures Governing Promotions” in the Policies for Academic Staff and Librarians, the mandate of this Committee is to consider Associate Professors whose primary appointment is in TPS. After due consideration, the committee will recommend to the Chair those candidates who wish to be considered and who meet the University of Toronto criteria for promotion to full Professor.

50 Student Financial Support Merit Committee The mandate of the Merit Committee is to: 1. Make recommendations to the Department Chair on criteria and procedures for the review of faculty performance, 2. Provide to the Department Chair a short report on each faculty member’s performance based on the approved criteria and procedures 3. Make recommendations to the Department Chair for the allocation of merit pay to faculty, based on the criteria and procedures for the review of faculty performance.

COMPREHENSIVE EXAMINATIONS

Comprehensive exams may be required for some master’s degrees but are a required component for all doctoral degrees. Each program within TPS has its own comprehensive exam requirements and guidelines. Please note that the process for each program can be very different so it’s important to consult your faculty advisor for the most up-to-date procedures for your program.

PLEASE FOLLOW THE COMPREHENSIVE EXAMINATION GUIDELINES FOR YOUR PROGRAM ONLY

EDUCATIONAL ADMINISTRATION

PURPOSE OF THE COMPREHENSIVE

Doctoral degree programs in the Educational Administration Program of the Department of Theory and Policy Studies are meant to prepare students to draw on knowledge in policy, leadership, change, and social diversity to contribute to theory and practice in the field of educational administration. The course work should introduce students to basic knowledge and fundamental debates in the key areas listed above. In addition, the faculty acknowledges that there are certain knowledge, skills, and abilities we wish our students to have by the time they are ready to begin their doctoral research. The comprehensive examination should be the student’s opportunity to reflect on what she/he has learned and to demonstrate how her/his knowledge and skills will contribute to her/his own research and practice.

KNOWLEDGE, SKILLS, AND ABILITIES

In particular we are expecting that each student is able to demonstrate reflexivity and engagement with learning in the doctoral program in each of seven areas that we deem to be essential in terms of moving forward to the proposal writing and research stages of her/his program. We want to see that students have the knowledge, skills, and Student Financial Support abilities commensurate with this stage in their professional career. The Comprehensive examination relates to students’ knowledge, skills, and abilities across seven key areas: research design, conducting research, analyzing data, communicating research results, knowledge of the broader field of educational administration, knowledge of major theoretical frameworks in the field, and synthesizing existing literature.

Research design (e.g. identification of research problems, understanding how to match appropriate research methodology to research questions, sampling, framing research concepts); This dimension focuses on your ability to utilize scholarship in identifying and articulating social problems that can stimulate research, understand the relationship between problems and research designs, and be aware of the strengths and weaknesses of various potential designs for given problems. The examiners will look for the degree to which the student is able to focus on research problems and discuss them within relevant literature, and look for evidence that the design is informed by theory, a degree of methodological clarity, and conceptually plausible, understandings of how to approach addressing research problems.

Conducting research (e.g. conducting interviews, administering questionnaires, doing archival research). This dimension focuses on your understandings of how to carry out a research design, emphasizing your familiarity with a range of research techniques, knowledge of how to employ these techniques appropriately, and an appreciation for the ways in which these techniques generate particular kinds of data. The examiners will see if the student has an adequate appreciation of the execution of a research design, and appropriate knowledge of some methodological approaches and data collection strategies

Analyzing data (e.g. statistical analysis, coding interview data, discourse analysis). This dimension focuses on your familiarity with multiple approaches to treating data and your ability to recognize the epistemological limitations of these various approaches, as well as the ways in which data may be used to help address original research problems. You must demonstrate a satisfactory grasp of multiple analytic techniques for treating data, and emergent understanding of epistemological considerations for advancing claims to knowledge from alternative analyses.

Communicating research results (e.g. conference presentations, scholarly articles, technical reports). This dimension focuses on your ability to produce scholarly work appropriate for disseminating in written and oral form, and your awareness of processes for communicating findings from inquiry. Examiners look to see if work is generally organized, mostly coherent, logically developed, and understandable. Most work is appropriate for the purposes of communicating and disseminating scholarship.

Knowledge of the broader field of educational administration (e.g. past and current approaches to leadership, policy, and organizations). This dimension focuses on your knowledge of various current themes and established traditions from the field of educational administration, and your understandings of how these trends contribute in distinct ways to contemporary scholarly inquiry in the field. You need to be able to show that perspectives are generally anchored in existing understandings from the broader field of educational administration, and that connections between and among the field’s scholarly concerns are evident.

Knowledge of major theoretical frameworks in the field (e.g. application of social theories to education; how we understand the nature of the educational enterprise). This dimension focuses on your understandings of the meaning and significance of theory, and how theoretical concerns from the field, as well as social theory generally, inform the ways in which administrative and social knowledge is generated. You need to demonstrate that your understandings are

52 Student Financial Support informed by theory, and scholarly work is framed using theoretical perspectives from the field and social theory generally.

Synthesizing existing literature (e.g. how to select literature that defines the scope of a field; using existing literature to support a particular argument or point of view). This dimension focuses on your ability to critically review, synthesize, and utilize a wide range of scholarly literature to provide a coherent and focused account of a specific scholarly area, as well as your appreciation for how this account can support related scholarly inquiry. The examiners will look to see the extent to which you present a largely appropriate and defensible selection of mostly relevant literature utilized in framing scholarly discussions and supporting scholarly positions.

PART 1: PREPARATION FOR THE EXAMINATION

1. Students will be asked to produce two separate but related products: a paper (about 10-15 pages) demonstrating their knowledge of one of the four strands of the Educational Administration Program and a portfolio that demonstrates their developing skills in the key areas listed above.

2. The topic for the paper should be determined in consultation with the student’s advisor or supervisor. This should in large part demonstrate the student’s ability to synthesize the literature. The paper should be written in an acceptable scholarly style. The paper is not a public document and will only be given to members of the examining committee.

3. The portfolio should include 5 artifacts that demonstrate that the student has developed knowledge, skills, and abilities in the key areas listed above.. These may include but are not limited to the following:

 documentation from a research project,  a paper or other artifact that shows application of research to a practical problem or issue,  an original research proposal,  a technical report,  a policy paper,  a conference proposal,  a paper or other artifact presented for an audience of peers,  an annotated bibliography,  an evaluation or assessment report,  an instructional unit,  an academic or professional curriculum vita.

A few examples of portfolios are kept on file for students to review. Students wishing to review a copy should contact Marion Morgan. These examples should be considered general guides, rather than templates of practice.

4. A brief introduction and a reflection that explains (not simply asserts) the value of the particular artifact in demonstrating the student’s knowledge, skills, and abilities should accompany each artifact in the portfolio. The reflection should put each artifact in context, to provide insights into the value of the learning gained by this artifact. In the case of a co-authored product, the student should clarify her/his contribution to the process in her/his reflection. The portfolio should be made available to the examining committee at least two weeks prior to the exam date. Student Financial Support 5. Students will be responsible for ensuring copies of their papers are submitted to the Graduate Student Liaison Officer at least two weeks in advance of the examination date. The Liaison Officer will ensure that the examiners receive copies of the papers.

PART 2: DAY OF THE EXAMINATION

6. On the day of the examination students will make a short presentation of their paper and respond to questions from the examination committee. Each student will have no more than 30 minutes for her/his presentation and the total examination will last no more than 1.5 hours. The examining committee may ask questions arising from the portfolio and/or the paper. The examinations will not be public.

7. There are three possible outcomes of the examination: a) the student passes, which means she/he has demonstrated knowledge, skills, and abilities in all of the seven areas outlined above; b) the student is given a conditional pass, which means that she/he has demonstrated knowledge, skills, and abilities in all but one area; c) the student fails, which means that she/he has not demonstrated knowledge, skills, and abilities in two or more areas.

8. Students will be informed of their status (pass, conditional pass, or fail) at the end of the exam. Examiners will submit a written report on the comprehensive to the Department Chair, with copies to the student and supervisor/advisor, in a timely fashion (generally by the following day).

9. Students who receive a conditional pass will be asked to complete one further piece of work that will demonstrate their competence in the area highlighted by examiners. In the case of student receiving a conditional pass, the examiners will identify the areas in which work is needed in order to remove the condition. The student will undertake this work, and will submit the new evidence of their abilities to the Program Coordinator, who will decide on whether the condition has been satisfied.

10. Students who are not successful on their first attempt will be given written feedback to enable them to revise and resubmit their portfolio and paper for examination. Students who are not successful a second time will not be allowed to continue in the program. Students can appeal the decision of the examiners by following the standard appeal process.

ROLE OF ADVISOR OR SUPERVISOR

The student should discuss with their advisor the outline of their paper and portfolio early on in the process. If the student has already selected a supervisor, this person can fulfill the role.

A student is required to submit a draft of the comprehensive paper and portfolio to his/her advisor (or supervisor) before the comprehensive exam date can be confirmed. The role of the advisor is to ensure that the various parts of the portfolio are included, and to advise on any improvements that seem appropriate. It is not the role of the advisor to evaluate the work – that is left up to the examiners.

ROLE OF THE EXAMINERS

The examiners are asked to review the portfolio and the paper, observe the presentation, and discuss the work with the student. The evaluation of the student is based on all three of these elements. As a result of this work, the examiners will assess the student’s ability in the seven areas specified in the comprehensive exam description. Following the exam, the examiners will give the student feedback directly,

54 Student Financial Support and write a summary of comments and their recommendation, which will be copied to the Chair, the Supervisor, and the student. HIGHER EDUCATION

All graduate degree students at the Ontario Institute for Studies in Education of the University of Toronto are required to fulfill a comprehensive requirement as part of their program of studies. For students in the Higher Education Group, this comprehensive requirement consists of one or two examinations. All M.Ed./M.A. students are required to write a general comprehensive examination. All Ed.D./Ph.D. students are required to write a general comprehensive examination and a specialization examination in their special area of doctoral study. Students who take an HEG general comprehensive examination at the master’s level do not have to take a general comprehensive examination at the doctoral level.

Objective The objective of the comprehensive examinations is to ensure that all students are familiar with the issues and literature on higher education and have the capacity to develop their own written analysis of selected issues. In the case of the specialist paper for doctoral students, the examination is designed to ensure that students are familiar with the literature and concepts associated with a special area of study within the field of higher education. These examinations are often the only time when students are asked to demonstrate their writing and analytical abilities in a controlled environment during their academic program.

Timing General Comprehensive Examinations are offered twice each year: the last Friday of October and the last Friday of March (except when those days fall on holidays, in which case the examination is offered on the immediately following Friday). Students are responsible for signing up for the examination at least three weeks before the examination date. A notice and sign up sheet is posted in the department office in February and September of each year. Students write the general comprehensive examination from 9:00 a.m.to 12:00 noon. Examinations can also be arranged for locations outside Toronto on the same dates and times as the on-campus examinations.

Doctoral Specialization Examinations do not have to be taken on the same day as the General Comprehensive Examinations. Doctoral Specialization Examinations may be taken at any time provided that the student gives six weeks notice to the department. Doctoral students must complete their General Comprehensive Requirement before they can register their thesis topic and committee.

Preparing for the Examination Students may elect to sit for the examinations on any of the usual dates. Students, however, should consider not writing the General Comprehensive Examination until they have completed the majority of their courses, including TPS1803: Recurring Issues in Post-secondary Education.

The General Comprehensive Examination covers general issues in higher education. Working with other students to share information, review readings, and compare practice answers to the questions on old exam papers can be a useful but not necessary means of preparing for the examination. Copies of previous examinations are available in the department office and students are encouraged to review old examinations in order to obtain a clearer understanding of the nature and format of the general comprehensive and doctoral specialist examinations. Student Financial Support Doctoral students preparing for the Doctoral Specialization Examinations should review the main authors, readings and course materials associated with courses in their special area.

FORMATS General Comprehensive Examinations Each examination will be three hours long. General Comprehensive Examinations normally include from eight to ten questions. Students are required to answer three questions of their choice.

Doctoral Specialization Examinations

1. Doctoral students may elect to take either a Doctoral Specialization Examination in one of the existing specializations:

Administration, Planning, and Governance Comparative and International Higher Education History and Philosophy Professions Teaching, Learning, and Evaluation

or a specialization individually declared from any three of the following:

Management and Leadership Comparative Higher Education Equity

Evaluation Finance Governance History International Higher Education Learning Organization Philosophy Planning Policy Professional Education Student Development Teaching

or a unique, individual topic based on a student’s particular interests and course program which is described and submitted in writing (approximately 300 to 500 words) for review by the Higher Education faculty.

In the case of individually declared specializations, students must indicate their three selections one month prior to the examination. Any combination of three selections will be accepted by the HEG.

In the case of unique individual topics, proposals must be submitted six weeks prior to the desired date of examination. The proposal should identify at least one member of the HEG faculty whom the student believes is sufficiently familiar with the topic to oversee the examination. The HEG may accept the proposal as is or may specify revisions, for example, to expand the breadth of the topic.

56 Student Financial Support 2. Doctoral Specialization Examinations will comprise six to ten questions, from which students may select any three. In all cases students may combine questions as long as they indicate that they are doing so and explain the connections between them. Doctoral examinations in individually declared specializations will comprise at least twelve questions, four for each of the three selections. Students must answer one question from each of the selections.

3. All types of doctoral examinations may be taken in one of two ways: i. A three hour written examination. ii. A written “take home” examination due within ten days on which students will later be examined orally for one hour by at least two members of the HEG faculty, one of whom will be in the area of each student’s specialization. The oral examination will take place within one month of the submission of the written examination. Academic expectations for the written “take home” examination will reflect the additional time available, for example, synthesis and integration among questions, and the citation of references.

Writing the Examinations

Students may choose either to write the examination by hand (pencil/pen and paper) or write the examination on a laptop computer. If they choose the latter, they are responsible for bringing a computer with them to the examination room and must provide the examiners with a computer disk that identifies them by either name or student number and contains their answers at the conclusion of the examination. Students should indicate their intention to use a computer for the examination well in advance so that arrangements can be made to provide students with a place to plug in their computers. It is also wise to provide the examiners with advance information on the type of word-processing software that will be used since special arrangements may have to be made in order to print the examination files. Students should not bring books or other resource materials with them to the examination. The examiners reserve the right to examine files stored on the hard-drive of any computer that will be used in the examination room. Students should bring their own writing instruments (pens, pencils, etc.). Examination booklets will be provided by the department.

Evaluating the Examination All written examinations are read by at least two Higher Education Group faculty members. The assessment of the examination will be on a “pass/fail” basis. In any case, in which the first two readers do not concur over a decision or where they agree that a fail should be recommended, the examination will be read by a third faculty member. A satisfactory student response to a question is one that is thoughtful and informative, well written, well organized, and logical. It will demonstrate the ability to assemble and apply detailed information to respond to a question, to define and illuminate concepts, and to synthesize disparate sources of information. It will demonstrate the student’s capacity for critical and analytical thinking.

Rewriting the Examinations Students who do not pass an examination on the first attempt will be allowed to write the examination again on the next regularly scheduled examination day. The examination may only be taken twice. Student Financial Support

A FEW COMMON SENSE SUGGESTIONS FOR WRITING THE HIGHER EDUCATION GROUP GENERAL/COMPREHENSIVE EXAMINATION

Read the examination from beginning to end. Make sure that you understand the instructions for the examination.

Budget your time. Since you will be asked to answer three questions, make sure that you allocate your time appropriately among them (remember to bring a watch or clock with you so that you can easily determine how much time is left).

Begin with the question that seems easiest or most relevant to you. Questions do not have to be answered in the order in which they are presented. Your levels of confidence and comfort may be greater if you begin with a question that does not seem too difficult.

Read the question again. Since your answer must address the question, make sure that you understand the question you are about to address. Almost all of your questions will ask you to “compare”, “analyze”, “comment”, or “discuss” in addition to describing or explaining some phenomenon, issue, or concept. If the question has more than one part, be sure to address all parts.

Combine questions if you wish. You may see logical connections between some questions. If you do, and wish to respond to them in a single, combined answer, you may do so. In that case, however, it is essential that you indicate that you are answering two questions at once, and indicate which questions they are.

Give some thought to the outline of your answer. It is a good idea to spend a few minutes thinking about what you are going to write before you actually commit yourself on paper.

Be sure to pace yourself. How much time is left for this question? Do not try to cram too many points into the “middle” of your answer. Be selective and limit your answer to the prime points you wish to make. Save a few minutes at the end of each question to read and revise your answer. Check for missing words and phrases. Did you answer the question?

Show us what you know! Reference relevant books or articles -- for example, “Flexner argues that…” may help to demonstrate your ability to critically analyze an issue or topic.

Number each page as you go. This will be helpful in ensuring that the pages will be stapled in the correct order, and that you can make quick references to what you will have already written.

Consider your answer to an exam question as a short essay. It should have a beginning, a middle and a conclusion. It should directly address the question itself and should read logically from the introduction, through the middle, to the conclusion. Do not forget the conclusion (students sometimes let their answers just trail off in mid....)

Do not be afraid to be emphatic. Your opinion, after all, has been asked for, but you should also demonstrate that you understand and are aware of different viewpoints. Give different views a fair showing. For example, in a question that asks for a comparison of two authors (or theories) give each of them equal treatment with specific references (so that we will know that you are familiar with these works and ideas). If you choose, end by showing one to be superior or more appropriate. There is no need to

58 Student Financial Support pretend that different views have equal value, but you must be able to defend your reply by doing justice to both parties (or theories, or explanations).

Be sure to put your name or student number on your examination or computer diskette.

HISTORY AND PHILOSOPHY OF EDUCATION (Ed.D. AND Ph.D.) This section is for All Ph.D. students and all Ed.D. students who began their program after July 1, History and Philosophy of Education Students1992 are required to take a comprehensive examination. There will be two ONLY forms of the examination, one for the Ed.D. and one for the Ph.D. The following regulations for the comprehensive examination will apply from July, 1995.

GENERAL

1. The purpose of the examination is in part to determine the student’s preparedness to write a thesis. Accordingly, the comprehensive examination committee consists of two faculty members who are likely to become members of the thesis committee. At least one of these must be a member of the Department. Mutual agreement of faculty members and student is required to form a committee. Forms for the establishment of the committee can be obtained from the department Academic Liaison Officer and after completion must be filed in the Department.

2. Ideally, the committee will be established before the beginning of the final year of required residence and the examination completed early, leaving as much time as possible to work on the thesis. The committee and the student jointly determine items to be included on a comprehensive reading list of books and articles.

3. The examination may be either an open-book examination or a take-home examination to be returned to the committee normally within one week. The choice of option is made by the student.

4. The committee may initially make one of three decisions about the student’s performance:

a) that performance is satisfactory, in which case the student may continue in the program; b) that the student be required to engage in a two hour oral examination which is based primarily on the written answers but which may include other questions, of a relatively general nature, on the field. The outcome of (b) may be either (a) or (c); c) that performance is unsatisfactory, in which case the student must rewrite the examination within two months. In unusual circumstances an extension of up to two further months may be granted.

In the event of unsatisfactory performance on the first examination, the committee must provide a written statement of reasons for the judgement as guidance for preparation for the re-examination. Student Financial Support 5. A second judgement of unsatisfactory performance results in the termination of candidacy.

6. The student may appeal the time-lines in extenuating circumstances and may petition for change in committee membership (but only prior to the first examination).

HISTORY OF EDUCATION SPECIALIZATION

In the History doctoral programs, the comprehensive examinationThis coverssection is for both (a) historiographical issues and (b) substantive issues in theHistory anticipated of Education field of thesis research. The committee sets questions, after an appropriateStudents process of consultation with the student, and the student provides writtenONLY answers to three questions, at least one of which is historiographical in nature.

60 PHILOSOPHY OF EDUCATION SPECIALIZATION

This section is for In the Philosophy doctoral programs, the comprehensive Philosophy of examination is in three sections, and students provide written answers Education Students to four questions, one each from Sections A and B and two from ONLY Section C.

Section A: Historical figures in philosophy of education: 3 or more questions set by Philosophy faculty, 2 by student’s comprehensive committee.

Section B: Historical themes or approaches in philosophy of education: 5 or more questions set as above.

Section C: Contemporary issues in philosophy of education: 5 or more questions set by the philosophy faculty, 3 by student’s comprehensive committee.

Section A: This section is for Central figures in recent philosophy of education. Questions set as for Philosophy of Ph.D. Education Students ONLY Section B: Historical themes or approaches in philosophy of education. Questions set as for Ph.D.

Section C: Contemporary critical issues in education (with a professional emphasis). Questions set as for Ph.D.

The questions set by the philosophy faculty are established at a philosophy faculty meeting. They are reviewed and possibly changed each year. Changes do not come into effect until at least six months after they are announced.

These questions take due account of the content of the survey course TPS1440. It should be noted that the survey course TPS1440 deals with the areas in Sections A and B of the doctoral comprehensive examination and is seen, in part, as preparing students for the examination. It is offered in the Fall term, thus giving students the opportunity to build on it in preparation for a comprehensive examination the following Fall. The issues in Section C of the examination are dealt with in philosophy of education courses generally. Normally at least one of the questions in Section C is related to the anticipated thesis topic.

The comprehensive committee’s questions are set after an appropriate process of consultation with the student.

51 TPS Student Handbook 2007/2008 Comprehensive Examinations Philosophy of Education Comprehensive Examination Ph.D.

(Answer 4 questions, one each from Sections A and B, and two from Section C)

Section A: Historical Figures in Philosophy of Education

1. Discuss comparatively the conception of the person found in theThis section is for educational ideas and proposals of two of the following: Buddha,Philosophy of Plato, Aristotle, Ibn Sina, Descartes, Rousseau, Wollstonecraft,Education (Ph.D.) Dewey, Piaget. Students ONLY 2. What view of the relationship between the individual and the state underlies the educational theory of two of the following: Confucius, Plato, Aristotle, Hobbes, Locke, Rousseau, Marx, Woolf?

3. Discuss critically the role played by appeals to nature within the educational thought of one or more of the following: Lao-tzu, Aristotle, Astell, Rousseau, Locke, Nietzsche, Dewey.

4. Compare and contrast the views of the goals of education in two of the following: Confucius, Plato, Ibn Sina, Aquinas, Rousseau, Dewey, Oakeshott, Peters, Habermas.

5. (To be set by the student’s comprehensive committee)

6. (As above)

Section B: Historical Themes or Approaches in Philosophy of Education

1. Discuss comparatively the theories of knowledge embedded in two of the following philosophical/educational traditions: Platonism, rationalism, idealism, empiricism, pragmatism, existentialism, progressivism, social constructivism, behaviourism, cognitive developmentalism.

2. The education of women has been sometimes present, sometimes absent, as a theme in philosophy of education. Discuss.

3. Identify and articulate at least two competing perspectives on the notion of freedom. Discuss how they differ in terms of impact on education.

4. Compare and contrast two main historical views of the justification of education.

6. (As above)

Section C: Contemporary Issues in Philosophy of Education

1. Discuss the implications for the philosophy of education of the foundationalist/anti-foundationalist debate within the discipline and its possible effects on the future of education.

2. Assess the ideal of gender-neutral education.

62 Comprehensive Examinations 3. “ Education must be morally neutral.”/ “Education can never be morally neutral.” Pick one side and defend it against the other. Provide examples.

4. It is often claimed that the curriculum of schools should be organized around the knowledge most worth having. What might be meant by this claim, what is your view on this matter, how would you support your view, and what might be the implications for education?

5. Is indoctrination unavoidable in any formal educational system? Why/why not?

7. (As above)

8. (As above)

Philosophy of Education Comprehensive Examination

(Answer 4 questions, one each from Sections A and B, and two from Section C)

Section A: Central Figures in Recent Philosophy of Education This section is for Philosophy of 1. Compare and contrast the view of the educated person developed Education (Ed.D.) by two of the following: Jean-Jacques Rousseau, Alfred North Students Whitehead, Richard Peters, John Holt, Jane Roland Martin. ONLY 2. Discuss the tensions perceived between individual freedom and social constraints found in the educational writings of two of the following: John Dewey, A. S. Neill, Michael Oakeshott, Ivan Illich, Maxine Greene.

3. Analyze comparatively the role of the teacher found in the central works of Paulo Freire and Henry Giroux.

4. (a) Discuss the relationship between Paul Hirst’s notion of the “forms of knowledge” and the traditional understanding of “liberal education”.

(b) Discuss the implications both for his theory and for education of Hirst’s more recent disavowal of his original theory of the “forms of knowledge”.

5. In The Education Feminism Reader Lynda Stone documents the rise of “education feminism” over the past 20 years as an integral part of the philosophy of education. Analyze the respective positions of two of the thinkers included in the anthology within Stone’s concept of “education feminism”.

6. Discuss critically the view of the social function of education held by two of the following: Marx, Dewey, Whitehead, Russel, Neill, Oakeshott. Comprehensive Examinations 7. Discuss and evaluate John Dewey’s critique of classical education.

8 & 9. (To be set by the student’s comprehensive committee)

Section B: Historical Themes or Approaches in Philosophy of Education

1. Identify and critically compare two philosophical views of learning relevant to your professional background.

2. The education of women has been sometimes present, sometimes absent, as a theme in philosophy of education. Discuss.

3. Identify and articulate at least two competing perspectives on the notion of freedom. Discuss how they differ in terms of impact on education.

4. Compare and contrast two main historical views of the justification of education.

5. A common theme in philosophy of education has been the integration or synthesis of knowledge as opposed to the mere accumulation of facts. Discuss, with reference to past and current views of the goals of education. This section is for 6. Compare two different views of the place of cognition and emotion Philosophy of Education (Ed.D.) in education. Students ONLY 7. Discuss major themes in the philosophy and social theory of the critical school (Critical Theory, the Frankfurt School) and their relevance for education.

8 & 9. (To be set by the student’s comprehensive committee)

64 Comprehensive Examinations Section C: Contemporary Critical Issues in Education

1. In some clearly specified professional context explain and evaluate contemporary affirmative action initiatives.

2. From some clearly identified theoretical perspective, discuss some central issue of professional ethics within the profession with which you most closely identify.

3. Identify and critically analyze arguments for and against recent policy mandating “destreaming” in one or more Canadian provinces.

4. From some specified location of a professional educator, discuss critically the nature and desirability of different forms of influence that might be wielded by that educator.

5. Critically evaluate the educational relevance of Charles Taylor’s notion of a “politics of recognition” to the development of the ideal of democratic education as it relates to two of:

a) multiculturalism b) anti-racist education c) gender differences in child development d) violence and conflict-resolution in schools

6. Should an educational system incorporate the use of the latest and most sophisticated technologies in the process of education? To what extent can educators control the use and outcomes of technology and to what extent does technology control its users and especially educators?

7. Describe and assess one or more major changes, which have taken place in educational philosophy and policy in Canada (and Ontario) during the last two decades.

8, 9 & 10. (To be set by the student’s comprehensive committee) Comprehensive Examinations

THESES AND ORAL EXAMINATIONS

Students are strongly encouraged to refer to the OISE Guidelines for Theses and Orals for more detailed information about policy and procedures concerning the formal thesis requirements for graduate degrees in education. This document is available from the Registrar's Office, Graduate Studies Unit (4th Floor, OISE) or it can be downloaded from the Registrar’s website at http://ro.oise.utoronto.ca/OISE_Theses_Guide.pdf.

STEPS IN COMPLETING A THESIS Some advice:

The following steps have been extracted from and are described in more detail inSTART the EARLY… OISE Guidelines for Theses and Orals. You should use this list as a checklist andYou refer should begin thinking to the guidelines for instructions as you work on your thesis. about your thesis topic as soon as you begin your Steps: studies. 1. Selection/Definition of a Thesis Topic 2. Selection of a Thesis Supervisor Your faculty advisor is a 3. Developing the Thesis Proposal great resource for helping 4. Composition of the Thesis Supervisory Committee you select your courses, 5. Official Formation of the Thesis Committee* defining your thesis topic, and choosing a suitable 6. Securing Approval of the Thesis Proposal* thesis supervisor. 7. Obtaining Ethical Review Approval 8. Conducting Research Students may not begin 9. Preparing the Thesis any research until the 10. Submission of Thesis* Education Ethics 11. Doctoral Final Oral Examination (Ph.D. and Ed.D. students only – seeReview Committee below) (EERC) has issued final, 12. Submission of Final Copies of Thesis* written approval.

*Appropriate forms must be completed and submitted to various graduate offices. Under normal Consult the OISE Guidelines for Theses and Orals for more details. circumstances, ethical review of protocols by the full committee should take from four to six weeks ORAL EXAMINATIONS from submission to approval. It may take Once your thesis is in its final form, approved by your thesis committee, the thesis is longer. recommended for the Final Oral Examination by your thesis committee, your Department Chairperson and the Registrar at OISE/UT. At this examination, you must defend yourTherefore, it is very thesis before a Final Oral Examination Committee. important that students START EARLY! The Oral Examination is applicable to Ph.D. and Ed.D. students only. It is this examination which determines whether or not you are recommended for the degree. As there are many detailed steps that must be taken in advance of the actual exam, students are strongly encouraged to consult the OISE Guidelines for Theses and Orals, pages 11- 17 for specific procedures of establishing a Final Oral Examination.

66 Comprehensive Examinations

ETHICAL REVIEW PROCEDURES

All research conducted by students as requirements for masters and doctoral degrees (e.g., MRP or thesis) must be approved by the EREB, if it involves human subjects. If your research design does not include human subjects, you are still required to submit the forms available from graduate studies on the website for the Office of the Registrar, http://www.ro.oise.utoronto.ca/. For doctoral students, this form is called “Thesis Supervision Approval” and for Master’s students the form is entitled, “MRP Supervision Approval.” These forms require the signature of the Chair of the Department of Theory and Policy Studies.

To streamline this process within the department, we set up procedures that are specific to TPS. These procedures allow us to track the status of your review. We have also identified the Departmental Receptionist as the Departmental Liaison for TPS. Hence, when you have questions about the status of your protocol, the Departmental Receptionist should be your first point of contact. The process is described in detail below. Please note that general instructions, forms, and procedures will be updated periodically so you should consult the student resources section of the TPS website (http://www.oise.utoronto.ca/depts/tps/ethics.html) or the EREB website (http://www.research.utoronto.ca/ethics/index.html) for the newest forms before you complete your submission. Other sources for information about Student Ethics Review include:

 Your faculty advisor  The Student Resource section of the TPS Website at http://www.oise.utoronto.ca/depts/tps/ethics.html  EREB Web Page at http://www.research.utoronto.ca/ethics/index.html  OISE Research Ethics Seminar Series: An online resource at http://www.oise.utoronto.ca/dean/adr/ethics.html When submitting your application, please be sure to type or keyboard your application. Comprehensive Examinations ETHICAL REVIEW PROCEDURES in TPS

NOTE: What follows are very detailed instructions that will be clearer when you have a concrete specific research plan/approved proposal to work from.

1. Fill out the Ethical Review form entitled “Protocol Submission Form” for Graduate Students with the help of your faculty supervisor and submit it to the Departmental Receptionist, your departmental liaison. This form can be accessed through the TPS website: (See UTRS Forms).

www.oise.utoronto.ca/depts/tps/ethics_tps_proc.html.

The Departmental Receptionist will then hand it to the departmental coordinator for pre-review. Please use the Instructions provided on the UTRS website as a guide when filling out these forms. If your study involves informed consent letters, please refer to the Informed Consent Checklist found on the website to ensure that you have included all the necessary components for the letter(s) and any other documents being used.

NOTE: To date, most of the reviews have been approved through the Expedited Review Process. Please use the Research That May Be Reviewed Through an Expedited Review Procedure information sheet on the website to determine whether your proposal can be reviewed as an Expedited Review. “Expedited” reviews take less time than non-expedited, but still will take a minimum of 4 – 6 weeks for approval.

2. The departmental coordinator will review your submission and will contact you should your protocol require any changes. Nearly all submissions to date have required at least minimal revisions. Your changes should be handed in to the Departmental Receptionist so that s/he may keep track of the changes and get them to the departmental coordinator promptly. 3. On completion of the pre-review and confirmation that a project is either an expedited or full review, the Departmental Receptionist will send the Protocol Submission form and all of the required copies to the Education Review Board (EREB) at UTRS for review.

4. Once EREB receives the protocol from the Departmental Receptionist, EREB will review the protocol and contact you directly for any changes that they may require. Any changes at this point should go directly to EREB, University of Toronto Research Services (UTRS), Simcoe Hall, 27 King’s College Circle, attention: Bridgette Murphy. 5. Once the protocol has been approved, EREB will notify you and your supervisor directly

Expedited review by the EREB A review qualifies for an expedited review if the research presents minimal levels of risk of harm, therefore making them appropriate for an expedited process.

The chair of the EREB or another designated member or subcommittee will review a study that qualifies for an expedited review. Following the initial consideration of the protocol, EREB will send the researcher, his/her supervisor, and the departmental coordinator either a request for information or changes or an approval form.

Expedited reviews take place on a semi-weekly basis.

If information/changes have been requested by EREB, students should complete the requested changes and return revisions directly to EREB. This process continues until EREB is satisfied with the protocol and approves the study.

Full EREB Committee review

PleaseSome note: research projects require a more extensive EREB review. Studies that are not Before your appropriateprotocol can forbe expedited review are considered by the full EREB at its monthly meeting. sent to EREB,After itinitial must EREB consideration, EREB will send the researcher, his/her supervisor, and complete the pre-review process in thethe department. departmental liaison either a request for information or changes or an approval form. Full reviews take place on a monthly basis. If information/changes are requested, TPS Pre-reviewstudents deadlines should submit those changes directly to EREB and re-consideration of the are strictlyprotocol adhered will to. either take place at the next monthly meeting or by the unit or Chair depending on the complexity of the changes.

Changes to Research Design

If changes occur during the course of conducting the research, students should complete the Amendment Form (on the UTRS website) and submit it along with any pertinent information to the EREB.

Regardless of the mechanism, protocol requirements and the criteria for approval are the same and research with human subjects may not begin until the committee has issued final, written approval.

Please note that ethics approval from a U of T Research Ethics Board is valid for one NOTE: Ethics approvalsyear. To for comply with the Tri-Council Policy Statement: Ethical Conduct for Research ALL researchInvolving studies Humans , the Ethics Review Unit is currently implementing the following two must benew obtained processes to enable researchers to update their ethics approval: from EREB including studies that do not involve1) Annual Renewal of Ethics Approval: If your research extends beyond one human subjects.year, you will be required to renew your ethics approval for the study. This form is found on the UTRS website.

2) Study Completion Reporting: If your study is completed prior to the one-year mark, you will need to complete a Study Completion Report to close your file. This form is found on the UTRS website.

You will be required to submit the appropriate form two weeks in advance of the protocol expiry date to ensure continuous coverage of your ethics approval. Comprehensive Examinations

Departmental Liaison for Student Ethics Review Officer: Ethics Reviews: Bridgette Murphy Departmental Receptionist, Room 6-200 EREB, University of Toronto Research OISE 252 Bloor St. West, M5S 1V6 Services tel: (416) 978-1150 Simcoe Hall, 27 King’s College Circle fax: (416) 926-4741 tel: (416) 946-5606 email: [email protected] fax: (416) 946-5763 email: [email protected] To find out the status of your review at EREB, contact: Information Assistant EREB, University of Toronto Research Services Simcoe Hall, 27 King’s College Circle tel: (416) 946-3273 fax: (416) 946-5763 email: [email protected]

FACULTY RESEARCH

Although you are assigned a faculty advisor, you may select any OISE faculty member as your thesis supervisor. Below is a list of all TPS faculty and their updated research interests (categorized by program).

EDUCATIONAL ADMINISTRATION

Stephen Anderson, Ph.D. (Toronto) Associate Professor and Program Coordinator

Research Interests: My research interests include the implementation of education policy and program change, school improvement and teacher development, and program evaluation. My research and consulting experiences have been situated in Canada, the United States, Africa (Kenya, Tanzania, Uganda), and Pakistan. Current and recent research projects include an investigation of leadership practices affecting teaching and learning in the United States (9 states, 45 schools districts, 180 schools), a pan-Canadian study of policies affecting teachers work, case studies of school district efforts to develop teacher capacity to improve student learning in the United States, school district and parent surveys regarding school choice policies in Ontario, and evaluations of school and school district-wide school improvement projects in Pakistan and in Kenya. Recent publications include an edited book on school improvement in East Africa (Improving Schools Through Teacher Development: Case Studies of the Aga Khan Foundation Projects in East Africa), a research report on the school district role in school improvement (Beyond Islands of Excellence: What School Districts Can Do to Improve Instruction and Achievement in All Schools), and research articles on educational leadership and the school district role in educational change.

Nina Bascia, Ph.D. (Stanford) Professor

Research Interests: Research interests include; policy analysis and program evaluation; organizational and social context of teaching and administration; teacher leadership and development; teacher unions and professional associations.

Joseph Flessa, Ph.D. (U C, Berkeley) Assistant Professor

Research Interests: My research interests focus on urban educational policy, reform, and school site leadership. Considered broadly, the field of urban education provides a useful context for examining a classic tension facing all educators and policymakers: how much of what happens in schools is determined outside of the schools themselves, in structures of opportunity or discrimination, and how much of what happens in schools is the result of Comprehensive Examinations the micro-level, hands-on work of educators? Current major projects include: case study research focused on schooling and poverty, case study research on the implementation of Ontario class size reduction, policy analysis of various assessment and evaluation strategies for parental engagement, and action research with a small set of urban school principals embarking upon an ambitious school reform agenda.

Jane Gaskell, Ed.D. (Harvard) Professor and Dean, OISE

Research Interests: My research and publications have focused on a variety of policy issues in education, including the organization of secondary education in Canada; school choice; the impact of feminism on educational policy and practice; educational approaches to poverty; the links between education and the workplace; the politics of research and policy. Some recent publications include Educational Outcomes for The Canadian Workplace: New Frameworks For Policy And Research. Toronto: University of Toronto Press, (2004); "School Choice and Educational Leadership: Rethinking the Future of Public Schooling" in the Second International Handbook of Educational Leadership and Administration, Ken Leithwood and Phillip Hallinger eds; (2002); "Creating School Choice: The Politics of Curriculum, Equity and Teachers' Work" in Canadian Public Policy/Analyse de Politiques.Vol 28, No.1: 39-50 (2003); "The women's movement in Canadian and Australian education: from liberation and sexism to boys and social justice" in Gender and Education Vol 15, No 2, pp149-166 (2003); "White Women as Burden: On Playing the Role of Feminist "Experts" in China" in Women's Studies International Forum. Vol.24 No.6. pp1-15 (2001); "Constructing the "Public" in Public Schools: A school board debate" in Canadian Journal of Education Vol 26, No.1. pp. 19-37, 2001. My current projects include work with Ben Levin on approaches to poverty in the Toronto and Winnipeg school boards since 1965, and with the Ministry of Education on the way our graduates assess their initial teacher education programs.

Denis Haché, Ph.D. (Montreal) Associate Professor

Research Interests: Professional development; strategic planning; school board policies; school reforms and improvements; computer-mediated distance education and the ethnolinguistic vitality of French-speaking students.

Reva Joshee, Ph.D. (U.B.C.) Associate Professor and Chair

Research Interests: My focus is on the relationship between theory, policy, and practice in diversity education. I am interested in democratic approaches to policy and education and in diversity and social justice policies in education. I am currently involved in three major research initiatives: one focusing on Inclusive Schools (with Jim Ryan, OISE/UT); another on Citizenship for Adult Immigrants (with Joe Garcea, Univ. of Saskatchewan and James Frideres, Univ. of Calgary) and a third on Comparative Historical Diversity Policies, Canada and the United States (with Lauri Johnson, Univ. of Buffalo).

Kenneth A. Leithwood, Ph.D. (Toronto) Professor

Research Interests: I have long time research interests in leadership, policy and school improvement. These interests have been pursued through more focused inquiries about alternative conceptions of leadership, the cognitive and emotional processes of leaders, leadership development, organizational learning and leadership for both local and large-scale school reform. My most recent studies concern leadership in both highly accountable policy contexts and in schools with diverse student populations. Through several large-scale, longitudinal studies underway, I am presently trying to better understand the complex practices and processes through which successful leaders improve teaching and learning in their schools.

Ben Levin, Ph.D. (OISE/UT) Professor

Research Interests: My main recent areas of research are in education policy, politics and economics. For the next few years I intend to focus in three areas:  Large-scale education reform and the role of government policy in education  The impact of research on education policy and practice  Equity issues in education, especially the impact of poverty and socio-economic status

Other specific interests include:  The role of leadership in improving school performance and student outcomes  Cost-effectiveness and value-for-money analysis of education policies  School to work transitions and the impact of changing labour markets on education  Secondary school change and improvement

More information on my work, including recent publications, presentations and research projects, can be found on my home page – home.oise.utoronto.ca/~blevin

Blair Mascall, Ph.D. (OISE/UT) Assistant Professor

Research Interests: My research interests focus on leadership, change, organizations and culture. My current research examines the processes one can use to help guide and monitor the implementation of a variety of changes, and the work that leaders can do to help develop people and the organizations in which they work. I have been working on the development of case studies on the use of early literacy as a catalyst for change in Ontario schools. I am involved in some research on the development of a typology for understanding distributed leadership in education. I am also part of a team undertaking a large-scale study of the impact that leadership has on student achievement in the United States. I continue to be interested in international comparisons in education (I have worked in the past on projects for the governments of the United Kingdom and New Zealand) examining improvements in schools and districts.

Susan Padro, Ph.D. (Florida State) Associate Professor

Research Interests: Susan Padro's recent research and field development interests include: gender and equity issues in educational administration, critical success factors for boards of Comprehensive Examinations education, educational policy planning and implementation, and administrative use of computers. Susan currently teaches courses in Policy Issues in Education, Planning in Educational Organizations, Introduction to Research in Educational Administration, and the Use of Computers in Educational Administration.

John Portelli, Ph.D. (McGill) Professor and Associate Chair Co-Director of the Centre for Leadership and Diversity (CLD)

Research Interests: My main research and teaching interests are in philosophy of education and educational leadership and policy. More specifically my interests focus on: democratic values, policy and critical leadership, teaching controversial issues; student engagement, critical pedagogy and students 'at risk'; equity, diversity and educational standards; philosophical issues in educational policy; critical-democratic leadership; developing philosophical discussions in schools; teacher induction and mentoring programs; and the Maltese in Canada. My research involves both philosophical and empirical work and is conducted from a critical-democratic perspective. Since 1982 I have worked with educators in schools in several provinces. I have conducted workshops and professional development seminars on: dealing with controversial issues in teaching; developing student engagement; ethical and social diversity issues in educational leadership: a case study approach; curriculum of life; neoliberal myths in education; and reconstructing 'students at risk': beyond deficit mentality.

James J. Ryan, Ph.D. (Toronto) Professor

Research Interests: Jim Ryan has taught and administered in an aboriginal schools in northern Canada. Jim came to OISE in 1991 from Lakehead University where he was involved in teacher education and graduate studies. His interests are reflected in recent publications and current research activities. They include, among others: leadership and diversity, inclusive leadership, philosophy and theory in educational administration, research methods, social, critical and postmodern theory in educational administration, research methods, and various organizational approaches to schooling. His books include Race and Ethnicity in Multiethnic Schools, Leading Diverse Schools and Inclusive Leadership.

Wayne Seller, M.Ed. (Lakehead) Associate Professor

Research Interests: As a field developer located in a Field Centre, my interests centre on the operation of school districts and schools. Within the organizations, these interests extend to the various roles people play. In particular, the role of the principal is of special interest, but again, this extends to include leadership roles played by anyone in the organization. At a more general level I am interested in change, whether it be change in the organizational structure or processes, change in the roles, or change in the curriculum. This interest brings into focus the implementation of initiatives leading to or contributing to change in the classroom, school, or district. School improvement and both large scale and localized reform efforts are integral parts of this interest.

Suzanne Stiegelbauer, Ph.D. (Texas) Associate Professor

Research Interests: I have a Ph.D. in Social Anthropology and an M.A. in Fine Arts. My research interests include leadership, school environments, school reform and roles supporting it, culture and culture change, contemporary First Nation issues, and the role of the arts in learning. Recent research has included a study of low performing schools in the southern U.S.;

74 Comprehensive Examinations examining the use of action research strategies by school leaders and the supports given them by “critical friends”; community and local leadership and organization of after-school programs; and the use of the arts as a creative learning strategy. 2006 work includes development of a web site with WGBH-Boston and SEDL-Texas as an academic enrichment support for after-school leaders and staff (www.sedl.org/afterschool/toolkits) and continuing research on leadership and support roles in a change process.

Justice Marvin A. Zuker, LL.B. (Osgoode), M.Ed. (Toronto) Associate Professor

Research Interests: As a Family Court Judge sitting in Toronto, Ontario as well as lecturing at OISE for more than twenty five years, I am very interested in the relationship of law and education, the impact of legislative changes, youth criminal justice, provincial and federal as well as common law decisions affecting our most precious commodity, our children. I focus additionally on the education profession, the rights/responsibilities of parents, school councils and private schools. Recent books include Education Law with Anthony Brown (Carswell, 2007, Fouth Edition), Children’s Law Handbook with Randy Hammond and Rod Flynn (Carswell, 2005), Sexual Misconduct in Education with Grant Bowers and Rena Knox (LexisNexisButterworths, 2006, Second Edition), Ontario Small Claims Court Practice, (Carswell, 2008), Consolidated Ontario Small Claims Court Statutes, Regulations and Rules (Carswell, 2007-2008).

HIGHER EDUCATION

Jamie-Lynn Magnusson, Ph.D. (Manitoba) Associate Professor and Program Coordinator

Research Interests: I am interested in the political sociology of knowledge, including feminist and anti-racist perspectives within postsecondary education. These perspectives provide a backdrop to my study of globalization, the ideology of science, and the development of postsecondary curricula and teaching informed by equity and social justice. Recent writings include: "Universities, Corporations, and Biotechnologies: New Colonialisms of the 21st Century"; and "Canadian Higher Education and Citizenship in the Context of State Restructuring and Globalization". I am one of the faculty members within Higher Education associated with Women's Studies and can provide academic advising on related topics.

Sandra Acker, Ph.D. (Chicago) Professor, cross-appointed from Sociology and Equity Studies in Education

Research Interests: My research and teaching interests focus on women and education, teacher education, and careers and workplace cultures of teachers, graduate students and academics. Recent book publications include (with Anne Wagner and Kimine Mayuzumi, eds.) Whose University is it, Anyway? Power and Privilege on Gendered Terrain (Sumach Press, in press for 2008); The Realities of Teachers' Work: Never a Dull Moment (Cassell & Continuum, 1999) and (with Elizabeth Smyth, Paula Bourne and Alison Prentice) Challenging Professions: Historical and Contemporary Perspectives on Women's Professional Work (University of Toronto Press, 1999). Before coming to OISE in 1991, I worked for a number of years in Britain, where I was involved in studies of graduate student thesis supervision and of the lives and careers of elementary school teachers. In Canada, I have been engaged in the study of academic work, with a particular concentration on changing conditions for women academics, starting with a project (with Linda Muzzin and others) that involved interviewing academics in university faculties of social work, education, pharmacy and dentistry. In addition, I have been Principal Investigator for several other projects including "Traditions and Transitions in Teacher Education: The Experiences of Teacher Educators in Ontario, Quebec and Saskatchewan, 1945-2002”; Gender, Leadership and change”, and “Key Features of the Graduate School Experience.” My current SSHRC project (with Michelle Webber and Comprehensive Examinations Elizaabeth Smyth) is a study of academic tenure practices in the social sciences in Ontario. From 1999 to 2002, I was Chair of OISE/UT's Department of Sociology and Equity Studies in Education (Associate Chair in 2007-2008) and from 2004 to 2006, I was Associate Dean (Social Sciences), School of Graduate Studies, University of Toronto.

Tony Chambers, Ed.D. (University of Florida) Assistant Professor & Associate Vice Provost, Students Director, Centre for the Study of Students in Postsecondary Education

Research Interests: I have served as a faculty member and administrator in higher education. I’ve also served on the senior program staff of a grant making foundation and as co-leader of a national initiative to promote higher education’s civic responsibilities. My research interests focus on the student experience in postsecondary education, and the civic role and responsibility of higher education. Current research projects include: Assessment of Debt Load and Financial Barriers for Students with Disabilities; Supplimental Merit Scholarship Study; Experiences of OISE Graduate Students; Relationship between Faith and Forgiveness in Students; A Continuum of Service-Learning Approaches and their Consequences; and Parental Education Level and Student Engagement in Educationally Meaningful Activities. Recent publications include the co-edited text, Higher Education for the Public Good: Voices from an Emerging Movement, published by Jossey Bass in 2005.

Peter Dietsche, Ph.D. (Toronto) Assistant Professor William G. Davis Chair in Community College Leadership

Research Interests: My research interests are broadly defined as access, quality and accountability. On the access side, I am interested in factors that influence student participation in and the transition to, postsecondary education. Past research including the Pan-Canadian Inventory of Exemplary Practices in College Learning, the Pan-Canadian Study of College Students, the College Experience and determinants of First Year Outcomes, the Pan-Canadian Survey of Apprentices and the Ontario College Student Engagement Survey, has examined the influence of policy and practice on student outcomes.

In the area of quality and accountability, my interests include measures of institutional effectiveness and institutional quality, accountability frameworks and key performance indicators.

Ruth E. S. Hayhoe, Ph.D. (London) Professor and President emerita, the Hong Kong Institute of Education

Research Interests: My research has mainly related to Chinese higher education, with a special focus on how different Western models of the university have influenced Chinese universities over the 20th century. In the late 1980s I developed a course in international academic relations, looking at universities as actors in the global political economy, and relating the literature of comparative higher education to that of international relations. With the collapse of the Soviet Union in 1991, and the emergence of a Dialogue among Civilizations, I have been interested in the ways in which cultural values and epistemologies from Eastern civilizations may provide a resource for new thinking in global higher education development. My focus has been on the potential contribution of Chinese educational and philosophical thought, and my latest book, “Portraits of Influential Chinese Educators” illustrates this through the lifestories and ideas of 11 contemporary Chinese educators (2006). At present I am working on two major research projects. “China’s move to Mass Higher Education: Implications for Civil Society and Global Cultural

76 Comprehensive Examinations Dialogue” is supported by a SSHRC grant of $170,548 (2006-2010), and involves a team of four key researchers, Qiang Zha of York University, Jing Lin of University of Maryland and Li Jun, our postdoctoral fellow based at OISE. We are doing a policy study, case studies of twelve different universities and a survey of over 2000 students, in order to understand the impact this transition is likely to have on Chinese society and for the wider global community. My second research project involves the development of a textbook in Comparative and International Education for teacher education students, and is being done in partnership with Professors Karen Mundy and Kathy Bickmore, as well as several graduate students.

Angela Hildyard, Ph.D. (Toronto) Associate Professor and Vice-President, Human Resources, University of Toronto

Research Interests: As a senior academic administrator, for close to twenty years, at OISE, OISE/UT and now the U of T, I have a general interest in post secondary organizational growth and change. I have particular interests in the following areas: senior academic leadership, in relation to gender and diversity; employment relations and best practice within academic HR; interest based bargaining; human rights legislation and associated best practice; the intersectionality of equity issues, especially within the post secondary system; environmental/occupational health and safety in a research intensive setting. Finally, Continuing Education, both credit and non-credit, is of professional interest and I teach an on-line course in this area.

Glen A. Jones, Ph.D. (Toronto) Professor and Associate Dean, Academic, OISE Ontario Research Chair on Postsecondary Education Policy and Measurement

Research Interests: My research focuses on policy and politics of higher education in Canada. I am interested in the relationships between institutions of higher education and government, the relationships between institutions, and the decision making processes within these institutions. Aside from the formal structures, I am curious about the role played by pressure groups and individuals both inside and outside the higher education community in influencing policy. I am currently involved in a number of studies focusing on accessibility and government policies promoting access with support from the Ministry of Training, Colleges and Universities. I am a member of the Canadian research team for the “Changing Academic Professions” international project that is studying faculty work, and I have been working with an international team to develop a research study on multi- level governance in higher education. My publications include: Higher Education in Canada: Different Systems, Different Perspectives (Garland, New York, 1997), an updated Chinese translation by Professor Rongri Lin was published in 2008); The University and the State: Reflections on the Canadian Experience (Canadian Society for the Study of Higher Education, 1998); Governing Higher Education: National Perspectives on Institutional Governance (with Alberto Amaral and Beret Karseth, Kluwer, 2002) and Creating Knowledge, Strengthening Nations (with Patricia McCarney and Michael Skolnik, University of Toronto Press, 2005). Forthcoming publications include an edited book on internationalization and Canadian universities (with Adrian Shubert and Roopa Desai Trilokekar, Lorimer Publishing, CAUT book series). Other projects have been sponsored by UNESCO, the Association of Universities and Colleges of Canada, the Bertelsmann Foundation, the Higher Education Quality Council of Ontario, Human Resources and Development Canada, and the Law Society of Upper Canada. In 2007, I was a Visiting Scholar at the Institute for Research in Higher Education at Fudan University, and in 2008, I was an Erasmus Mundi Visiting Scholar at the University of Oslo. Comprehensive Examinations

Daniel W. Lang, Ph.D. (Toronto) Professor

Research Interests: Prior to taking up an appointment at OISE/UT, Dr. Lang was Vice Provost (Planning and Budget) at the University of Toronto, where he also held the positions of University Registrar and Vice President Computing and Communications. He is also the University of Toronto’s Academic Colleague at the Council of Ontario Universities, a member of the Ontario Council on Graduate Studies Appraisals Committee, a member of the MTCU- COU Joint Steering Committee on the Graduate Survey, and a member of the Joint Working Group on Student Assistance. His professional interests are research and scholarship aimed at improving institutional performance, mainly in the areas of management, planning, budgeting, organization, and accountability. He is also interested in arrangements by which schools, colleges, and universities are financed, in inter- institutional cooperation. Dr. Lang regularly teaches two first-year seminars in the Faculty of Arts and Science and is particularly interested in the first year experience and student retention. As Senior Policy Advisor to the President he works mainly in the policy interface between the university and government. Dr. Lang is cross-appointed to the Division of Management at the University of Toronto at Scarborough, to the Department of Geography in the Faculty of Arts and Science, and to Victoria College. He is a member of the board of governors at Saint Augustine's Seminary and of the Finance Committee at Algoma University College. He is also Head Coach of the University of Toronto Varsity Blues baseball team, and was OUA Coach of the Year in 2004 and 2006.

Linda Muzzin, Ph.D. (McMaster) Associate Professor

Research Interests: My current writing involves gendering and racializing accounts of professional, community college and science education, including my previous work on the influence of the pharmaceutical industry on curricula. My current research focuses on processes of minoritization in Canadian postsecondary institutions. For example, minoritized faculty may be given non-tenured positions and/or devalued aspects of curricula may be taught by non-tenured faculty. The general field within which I work is the sociology of knowledge which investigates the social construction of science and technology and which critiques both the context and practice of science/technology/professions. This critical approach has led to my current interests in non-dominant ways of knowing, including Aboriginal thought, alternative medicine, spirituality, and environmentalism and equity as well as to interests in the social psychology of epistemological differences and the development and expression of critical consciousness in advocacy/activism/subversion/resistance.

Roxana Ng, Ph.D. (Toronto) Professor, cross-appointed to Adult Education, Sociology and Equity Studies in Education, and Counselling Psychology

Research Interests: "Immigrant women" is a field of inquiry that underpins my research interests and activism in the last 25 years. Concerns about the situation of immigrant women in Canada has led me to other theoretical and empirical undertakings including: theorizing the interrelationship of gender, race and class; exploring the relationship between the

78 Comprehensive Examinations community and the state; theorizing how sexism and racism are reproduced in higher education. Since 1997, I have been investigating how globalization and work restructuring are transforming the lives of garment workers, many of whom are migrant women from Asia. In this connection, I work with groups and individuals concerned with improving the working conditions of migrant workers. Another strand of my teaching and research interest, stemming from my standpoint as a minority woman, concerns the mind and body-spirit split characteristic of higher education. Here, I am interested in exploring, through eastern philosophy and practice, how to develop modes of learning and knowledge construction that take the body-spirit into account. I call this "embodied learning," and through interrogating my own pedagogical practice I am encouraging a more integrative and multi-dimensional learning environment that honours the body, mind, and spirit. My course in TPS, 'Toward an Integrative Approach to Equity in Higher Education, attempts to integrate the different strands of my thinking to date.

Charles Pascal, Ph.D. (Michigan) Professor and Associate Co-ordinator, Community College Leadership Program Executive Director, Atkinson Charitable Foundation

Research Interests: Public policy and higher education. leadership, organizational development and higher education, and public administration.

Creso Sa, Ph.D. (Pennsylvania State) Assistant Professor

Research Interests: I am interested in the institutions and organizations that shape the production and dissemination of academic research. I examine the formation of research policies and how they affect universities, and the dynamics of continuity and change in scientific economic development policies, interdisciplinary forms of organizing in universities, knowledge transfer and mobilization, and university-industry interfaces.

HISTORY OF EDUCATION

Cecilia Morgan, Ph.D. (Toronto) Associate Professor and Program Coordinator

Research Interests: As a social and cultural historian of education in Canada, my research interests are in the areas of gender, colonialism, and imperialism; the writing of Canadian history at a popular level in nineteenth- and twentieth-century Ontario; and the links between gender, middle-class formation, and national identities. I have published a study of English- Canadians as overseas tourists that explores a number of these themes: ‘A Happy Holiday’: English-Canadians and Transatlantic Tourism, 1870-1930 (University of Toronto Press, 2008). This book explores the links between overseas tourism, gender, national identities, imperialism, and modernity. With my co-author, Dr. Colin Coates (University of Edinburgh), I published a study, Heroines and History: Representations of Madeleine de Vercheres and Laura Secord (University of Toronto Press, 2002). This book examines the gendered formation of historical memory in nineteenth- and twentieth-century Quebec and Ontario. It compares and contrasts the images of Madeleine de Verchères and Laura Secord (University of Toronto Press, 2002). This book examines the gendered formation of historical memory in nineteenth – and twentieth – century Quebec and Ontario. I am working on a number of related projects, including a study of commemoration and memory in 19th- and 20th-century Ontario, entitled Colonialism and Commemoration. My new research project examines the travels of 19th – century Native and ‘country-born’/Metis people – performers, lecturers, missionaries, political petitioners, and students – from British North America and Canada to Britain, Europe, and the United Comprehensive Examinations States. This project explores the themes of gender, theatre and performance, and colonial relations in the 19th – century transatlantic world. My previous publications include work on the gendered nature of colonial religious and political discourses in Ontario, 1790s – 1850s; women and legal education in Ontario; gender and the state in British North America; and gender, imperialism, and performance in late-Victorian and Edwardian England.

David Levine, Ph.D. (Cambridge) Professor

Research Interests: History of education with special reference to social modernization and economic change; the history of schooling in relation to demographic analysis and family history; the history of literacy; the social history of education in relation to popular culture; educational history in England; historiography of the history of education.

Ruth Sandwell, Ph.D. (Simon Fraser) Assistant Professor

Research Interests: Ruth Sandwell is a Canadian rural, family and educational historian who is also very interested in the theory and practice of history teaching at the elementary through to postsecondary levels. Recent publications include the monograph Contesting Rural Space: Land Policy and the Practices of Settlement, Saltspring island, British Columbia, 1859-91 (McGill-Queen’s University Press, 2005), and the edited collection of essays To The past: History Education, Public Memory and Citizenship Education in Canada, (Toronto, University of Toronto Press: October 2006). She is co-director of the Canadian history education website “The Great Unsolved Mysteries in Canadian History:” (www.canadianmysteries.ca). She is also founding co-director of The History Education Network/Histoire et Éducation en Réseau (THEN/HiER) research-informed teaching, and teaching-informed research in history education.

Elizabeth M. Smyth, Ed.D. (Toronto) Professor, cross-appointed from Curriculum, Teaching and Learning

Research Interests: History of education in Canada; in Ontario; history of teachers; gender and the history of Canadian education; women and higher education; women religious as teachers; history of the professionals; religion and education; international perspectives on gender and the history of education.

Harold M. Troper, Ph.D. (Toronto) Professor

Research Interests: Immigrant, ethnic and minority group history; intergroup relations; North American Jewish studies; history of film; American history; history of education and schooling.

PHILOSOPHY OF EDUCATION

Megan Boler Ph.D. (U C Santa Cruz) Associate Professor and Program Coordinator

Research Interests: Megan Boler's research interests include poststructural and feminist theory, continental philosophy, philosophy of technology, cyberculture studies, and cultural and media studies. Some of her research projects can be seen online: "Critical Media Literacy in

80 Comprehensive Examinations Times of War" (www.tandl.vt.edu/Foundations/mediaproject) and Rethinking Media and Democracy (www.meganboler.net). Her books include Feeling Power: Emotions and Education (Routledge, 1999); Democratic Dialogue in Education: Troubling Speech, Disturbing Silence (Peter Lang 2004), and forthcoming Media and Democracy: Tactics in Hard Times (MIT Press 2008); her publications appear in such journals as Hypatia, Educational Theory, Cultural Studies, and Women's Studies Quarterly.

Maureen Ford, Ph.D. (OISE) Assistant Professor

Research Interests: Poststructuralist and postmodern philosophies of education, discourse analysis of subjectivity and normativity with particular focus on issues of power and diversity, feminist pedagogy, gender analysis and critical theory. Newest inquiry: schools and community mental health issues.

John Portelli, Ph.D. (McGill) Professor and Associate Chair Co-Director of the Centre for Leadership and Diversity (CLD)

Research Interests: My main research and teaching interests are in philosophy of education and educational leadership and policy. More specifically my interests focus on: democratic values, policy and critical leadership, teaching controversial issues; student engagement, critical pedagogy and students 'at risk'; equity, diversity and educational standards; philosophical issues in educational policy; critical-democratic leadership; developing philosophical discussions in schools; teacher induction and mentoring programs; and the Maltese in Canada. My research involves both philosophical and empirical work and is conducted from a critical- democratic perspective. Since 1982 I have worked with educators in schools in several provinces. I have conducted workshops and professional development seminars on: dealing with controversial issues in teaching; developing student engagement; ethical and social diversity issues in educational leadership: a case study approach; curriculum of life; neoliberal myths in education; and reconstructing 'students at risk': beyond deficit mentality.

GRADUATE PROGRAMS

The Department of Theory and Policy Studies currently has three Graduate Programs that offer degrees in four Fields of Study: Educational Administration Program

Higher Education Program

History and Philosophy of Education Program History of Education Field Philosophy of Education Field Comprehensive Examinations

NOTE: More detailed information on departmental admission requirements, TPS academic program requirements, prerequisites for individual courses, course descriptions and other requirements can be found in the most recent issue of the OISE Bulletin and the University of Toronto School of Graduate Studies Calendar. For your convenience, each section that follows begins with a reference to relevant pages in the OISE Bulletin. Please consult these pages as well as pages regarding Minimum Admission, Program and Degree Requirements on pages 21-27, and Policies and Regulations on pages 203-205 in the 2008/2009 OISE Bulletin for additional information that is not included in this handbook. The School of Graduate Studies also publishes an SGS Student Handbook annually. This is a good resource to consult for more information on General Regulations, including information on Registration Policies and Procedures, University Grading Practices Policy, Appeals, Code of Behaviour on Academic Matters, and the Code of Student Conduct.

As a graduate student, you are assigned a faculty advisor who is a member of the Department faculty. Your faculty advisor is assigned to assist you with course selection and program development and is appointed based on the stated interests on your application to OISE. Your faculty advisor may or may not be your thesis supervisor. The selection of an appropriate thesis supervisor is your responsibility. It is recommended that you meet with your individual faculty advisor early in the academic year to discuss program options and research interests. If you wish to change your advisor for any reason contact the coordinator of your graduate program.

If you have any questions, you are strongly encouraged to refer to the resources specified in this handbook or contact your faculty advisor who can provide you with specific information about the requirements of your program. IT IS YOUR RESPONSIBILITY AS A STUDENT TO ENSURE THAT YOU ARE AWARE OF AND ACT IN ACCORDANCE WITH YOUR PROGRAM REQUIREMENTS.

Time Limit for Completion of Program Requirements in a Ph.D. Program

The following is the School of Graduate Studies policy on "Time Limit for Completion of Program Requirements in a Ph.D. Program":

The policy specifies that:

A candidate for the Ph.D. degree enrolled in a full-time (as opposed to a flexible-time) program will be denied further registration in that program and will have his or her candidacy terminated at the end of the third year of registration in the case of a four-year program, or at the end of the fourth year of registration, in the case of a five-year program (direct entry from a bachelor's degree), if by that time, either

1. the candidate has not completed all requirements for the degree exclusive of thesis research - including course requirements, qualifying departmental examinations - or

2. the candidate does not have an approved thesis topic, supervisor, or supervisory committee.

All doctoral students who entered their program in September 2008, should have completed all requirements for the degree exclusive of the thesis research by August 31, 2011 in order to continue in the Ph.D. program.

82 EDUCATIONAL ADMINISTRATION PROGRAM

Focusing on elementary and secondary education, the Educational Administration program is devoted to the study and development of policy, leadership, change, social diversity, and ethics and values in elementary and secondary education. A combination of theory and practice assists students to develop skills, enabling them to cope with the complex demands of current education policies and procedures. Several degree and non-degree programs are intended to meet the diverse needs of practitioners and scholars of educational administration. The Educational Administration program is designed to develop highly skilled educators, administrators, policy analysts, and academic practitioners. Within the program, students are able to explore the field more broadly or focus on one of five thematic strands:

 Policy  Leadership  Change  Social Diversity  Ethics and Values

For more information on these programs, refer to pages 139-150 in the 2008/2009 OISE Bulletin. Students in this program may also apply for an Interdepartmental Graduate Specialization in Gender Equity in Education, Comparative, International and Development Education, or Women’s Studies/Feminist Studies. For more information about the Collaborative Graduate Degree Programs, refer to pages 170-171 in the 2008/2009 OISE Bulletin. For more information about the Interdepartmental Graduate Specializations, refer to pages 171--178 in the 2008/2009 OISE Bulletin.

Certificate Programs

The Certificate Program in School Management is offered through the Department. For more information about the courses listed above, refer to the 2008/2009 OISE Bulletin, page 140.

MASTER OF EDUCATION (M.Ed.) Refer to: 2008/2009 OISE Bulletin, pages 141-142

The M.Ed. program is designed to prepare practitioners for leadership careers at various levels. These programs concentrate on those elements of theory and research that are of direct assistance in understanding and resolving problems and issues confronting practicing administrators. There are three options within the M.Ed. program in Educational Administration for all students.

The M.Ed. degree may be pursued either part-time or full-time. After completing course requirements, students who are enrolled in the research options must continue to enroll until theses or MRPs are approved. The Department strongly recommends completion of theses and MRPs within eighteen months of finishing course requirements.

Requirements: Option II 1. Three required half-courses:  TPS1003 Conducting Research in Educational Administration  TPS1040 Educational Administration I: Introduction to Educational Administration: Policy, Leadership and Change  TPS1041 Educational Administration II: Social and Policy Contexts of Schooling

Please note: TPS 1040 and TPS1041 should preferably be the first courses taken in a student’s program of study. TPS1003 should be taken toward the end of the program of study. TPS 1004 is strongly recommended and should be taken at the beginning of the program.

2. Five other half-courses, of which at least two must be in Educational Administration. Students may choose to focus on one of the five research areas: Policy, Leadership, Change, Social Diversity, or Ethics and Values. 3. a Major Research Paper (MRP) to be carried out under the guidance of a faculty member

OR Graduate Programs: Educational Administration

Option III 1. Three required half-courses:  TPS1003 Conducting Research in Educational Administration  TPS1040 Educational Administration I: Introduction to Educational Administration: Policy, Leadership and Change  TPS1041 Educational Administration II: Social and Policy Contexts of Schooling

Please note: TPS 1040 and TPS1041 should preferably be the first courses taken in a student’s program of study. TPS1003 should be taken toward the end of the program of study. TPS 1004 is strongly recommended and should be taken at the beginning of the program.

2. Three other half-courses, of which at least one must be in Educational Administration. Students may choose to focus on one of the five research areas: Policy, Leadership, Change, Social Diversity, or Ethics and Values. 3. a comprehensive thesis, to be developed under the guidance of a faculty member

NOTE: Students contemplating applying to a doctoral program, which requires a Qualifying Research Paper (QRP) before admission, should plan their M.Ed. courses particularly carefully with their faculty advisor. MRPs may meet the QRP requirements.

Any course offered by the Department, by the Institute, or by another graduate faculty in the University of Toronto may be selected as an elective. Students selecting such courses should consult their faculty advisor.

Option IV

1. Four required courses:  TPS 1004 Introduction to Research Literacy in Educational Administration  TPS 1040 Educational Administration I: Introduction to Educational Administration: Policy, Leadership and Change  TPS 1041 Educational Administration II: Social and Policy Contexts of Schooling  TPS 1050 Themes and Issues in Policy, Leadership, Change, and Diversity

Please note: TPS 1004, TPS 1040 and TPS 1041 should preferably be the first courses taken in the student’s program of study. TPS 1050 should normally be taken as the final course in the student’s program.

2. Six other half-courses, of which at least two must be in Educational Administration. Students may choose to focus on one of the four research areas: policy, leadership, change, and social diversity.

NOTE: Students contemplating applying to a doctoral program of study which requires a Qualifying Research Paper (QRP) before admission, should plan their M.Ed. courses particularly carefully with their faculty advisor. MRPs may meet the QRP requirements.

Any course offered by the Department, by the Institute, or by another graduate faculty in the University of Toronto may be selected as an elective. Students selecting such courses should consult their faculty advisor.

MASTER OF ARTS (M.A.) Refer to: 2008/2009 OISE Bulletin, page 144-150

The M.A. program fosters the study of problems in the administration and leadership of educational programs. It best serves those who have a commitment to scholarship and research as a means for deepening their understanding of administrative action in schools or in other educational and service institutions. It should be noted that M.A. students may proceed to a Ph.D. or an Ed.D. program.

Requirements: 1. A minimum of eight half-courses must be taken in the M.A. program. Normally the courses chosen for the M.A. program will be at the 1000 level. Of the eight half-courses:

 At least half of the required courses for the M.A. program must be completed in the program of Educational Administration

84 Graduate Programs: Educational Administration

 including three required half-courses: 1. TPS1003 Conducting Research in Educational Administration 2. TPS1004 Research Literacy in Educational Administration 3. TPS1040 Educational Administration I: Introduction to Educational Administration: Policy, Leadership and Change  TPS1041 Educational Administration II: Social and Policy Contexts of Schooling is strongly recommended  The remaining courses may be selected from those offered in the department, in other departments of OISE/UT, or in other graduate departments of the University of Toronto. 2. A thesis

DOCTOR OF EDUCATION (Ed.D.) Refer to: 2008/2009 OISE Bulletin, page 142-150

The Educational Administration program has two models of the Doctor of Education streams: The Ed.D. Cohort Program and the Regular Program. Individual students are admitted to the Ed.D. each year, but in addition, approximately every three years, a ‘Cohort Ed.D.’ is offered for working practitioners. In the Cohort Ed.D., students must take the courses at particular times with the entire cohort rather than at individual convenience. Some students find that they benefit from the structure and mutual support of working with the same students through most of their courses and the thesis process. However, in general students should take the regular Ed.D. unless they are confident they can adjust to the Cohort schedule and are applying in a year in which a cohort program is being organized. For information on the next cohort admission, contact the Program Co- ordinator, Steve Anderson, at [email protected]

Admission Requirements

Admission requirements for the Ed.D. program are the same for both the Regular Program and for the Cohort Program.

In addition to the general requirements given in the Minimum Admissions and Degree Requirements section of the OISE Bulletin, the Educational Administration Program specifies the following for admission to the Ed.D. program: the applicant should hold a Master's degree with specialization in Educational Administration or an equivalent degree. Additional coursework may be required from those who do not have a background in administrative studies. A qualifying research paper (QRP) will be required. b) the applicant must be in a successful leadership position in education; or must have held a leadership position successfully; or must demonstrate potential for leadership. Evidence of this will be provided by at least one letter of reference that the applicant secures from a senior administrator to whom the applicant has reported, commenting on the applicant's achievement in identifying and solving educational problems; ability to lead others; accomplishments; and awareness of current social and educational issues. A curriculum vitae must be submitted. c) the applicant must also furnish at least one letter of reference from a professor under whom the applicant has studied, commenting on the applicant's scholarly achievement.

Regular Ed.D.

The Regular Ed.D. degree Program in Educational Administration is designed to develop highly competent personnel for senior administrative positions in school systems, colleges, universities, and other educational institutions and agencies and for academic positions in universities and colleges. The program of study is designed to satisfy the needs of practicing and aspiring Educational administrators and academics who, because of the increasing complexity of problems related to the operation of educational organizations, have recognized the need further professional education. The emphasis is on developing skills in the application of knowledge from theory and research to practical administrative problems. To accomplish this, the program of study is flexibly designed and involves numerous collaborative experiences among faculty members, students and administrators. The Ed.D. degree may be taken full-time or part-time. However, a minimum of one year of full time study is required. Every effort will be made to ensure that courses are scheduled to accommodate students who are working full time.

Degree Requirements

The Regular Ed.D. degree Program is organized into six complementary components: a) Ed.D. core seminars, which consist of two half courses (TPS3040 and TPS3041) that apply theoretical knowledge to problems likely to be experienced by senior administrators in educational organizations Graduate Programs: Educational Administration b) two of the following three half courses or their equivalent: TPS3042, TPS3043, or TPS3044 (TPS3044 is strongly recommended)

c) two further courses in Educational Administration at the 3000 level. Students may choose to focus on one of the five research areas: Policy, Leadership, Change, Social Diversity, or Ethics and Values

d) elective courses: two are required, although more may be taken. It is suggested that at least one elective be taken outside of the Educational Administration Program

e) a comprehensive examination and a thesis proposal hearing

f) a doctoral thesis

Cohort Ed.D.

Key aspects of the Cohort Ed.D. program include the following: Cohort: The program is cohort-based in order to encourage the development of networking and communication skills, to build a collegial community of practice and quality connections between students and faculty.

Sequence: In order to support the cohort model, there is a specified sequence to the recommended courses.

Practice: The courses are based in the practice of educational administration and focus on reflective practice. Knowledge and theory are applied to address issues and problems the administrators are facing in their work.

Research: This program encourages candidates to lead future research and evaluation work in educational settings. There is, in addition, a strong reflective practice basis to the course offerings, including one reflective practice course.

Degree Requirements:

The Ed.D. degree program is organized into five complementary components:

1. Ed.D. core courses are six mandatory half courses: TPS3025 Personal and Professional Values of Educational Leadership (examines the personal and professional values and ethics of educational decision-making and policy) TPS3040 Administrative Theory and Educational Problems I: People and Power in Organizations (applies theory and research to problems of people, power, and policy in organizations) TPS3041 Administrative Theory and Educational Problems II: Doctoral Seminar on Policy Issues in Education (examines the content, development, and significance of educational policy) TPS3042 Field Research in Educational Administration (a field research course where candidates examine methods of field research, action research and case studies in educational administration) TPS3044 Internship/Practicum in Educational Administration (there are three options - all three practical experiences have the same structure: a reflective practice core, an authentic growth problem, and work with a mentor/mentee) TPS3047 Research Seminar on Research in Authentic Settings (the focus is as a participant in the research - reflective practice and/or action research) 2. Two other half courses, one of which must be at the 3000 - level;

3. Successful completion of a comprehensive examination;

4. A thesis proposal hearing;

5. A doctoral thesis, one component of which may be a document of the kind used in the field, such as a policy document or policy handbook, white paper or restructuring plan.

Intake:

Intake to the program occurs every three years, allowing the third year to be an intake year.

Ed.D. Cohort Program Design:

In Year 1, there are three required Foundation courses:

May /June - 1 required course (TPS3040) July / Aug. - 1 required course (TPS3041) Sept.-Apr. - 1 required online course (TPS3025) and 1 elective

In Year 2, the course load is four courses:

May /June - 1 required course (TPS3042) July / Aug. - 1 elective (second elective) Sept.-Apr. - 2 required courses (TPS3044 and TPS3047)

NOTE: May/June courses are offered on Friday afternoon / Saturday to allow working professionals to take the program while continuing to work and to attend from a wider geographical region.

3. How this Ed.D. program differs from the Ph.D.:

* Application (includes CV and experience in admin.) * Internship course (includes the internship/practicum) * Research course (includes action research component)

DOCTOR OF PHILOSOPHY (Ph.D.) Refer to: 2008/2009 OISE Bulletin, page 144-150

The Ph.D. program fosters the study of problems in the administration and leadership of educational programs. It best serves those who have a commitment to scholarship and research as a means for deepening their understanding of administrative action in schools or in other educational and service institutions. The program comprises of at least six new half-courses, a comprehensive examination, and a thesis. Students who have already attained an acceptable level of competence in research methodology may be authorized to choose a course in a different area of specialization. As students’ course selections are not formally authorized, it is the student’s responsibility to ensure that the selected program meets the departmental requirements. Students are encouraged, but not required, to concentrate course selection on one of the five research areas: Policy, Leadership, Change, Social Diversity, or Ethics and Values. Any deviation from the program described must be approved in writing by the Ph.D. Program Coordinator.

Requirements: The Ph.D. degree program is comprised of at least six new half-courses: 1. Four required courses are:  TPS3040 Administrative Theory and Educational Problems I: People and Power in Organizations  TPS3042 Field Research in Educational Administration  TPS 3043 Survey Research in Education Administration  One elective advanced-level (3000) course in Educational Administration Note: Students who have already attained an acceptable level of competence in research methodology may be authorized to choose a Graduate Programs: Educational Administration course in a different area of specialization. 2. Two other half-courses 3. A comprehensive examination and a thesis proposal hearing 4. A thesis

The Ph.D. program may be taken on either a full-time or flexible-time basis. To be admitted on a flexible-time basis applicants should be active professionals who demonstrate connections between their professional work and their proposed course program, or between their professional work and their proposed research.

Ph.D. candidates are required to pass a comprehensive examination and a thesis proposal hearing. A thesis is required.

Further information is available from: Steve Anderson, Ph.D/Ed.D. Program Coordinator Telephone: 416-978-1156 E-mail: [email protected]

HIGHER EDUCATION PROGRAM

The Higher Education Group (HEG) is Canada’s leading centre for graduate studies and research in the field of higher education. Founded by the University of Toronto in 1969, the HEG has been the academic home for many of the leading scholars in the field of Canadian higher education. The Higher Education Group specializes in the study of universities, community colleges, and other post-secondary institutions, the relationship between these institutions and the broader society in which they operate, and the nature of what takes place inside these institutions. The study of higher education embraces critical examination, both historical and contemporary, of phenomena related to tertiary-level education, particularly tertiary-level institutions and systems in Canada. While all students obtain a basic understanding of Canadian higher education, many also choose to learn about higher education from an international, health professions, and comparative perspective.

Students in the Higher Education program may also apply to the Comparative, International, and Development Education Collaborative Program or the Women’s Studies Collaborative Program They may also apply for an Interdepartmental Graduate Specialization in Gender Equity in Education, Health Professional Education, or Women’s Studies/Feminist Studies.

For more information about the Higher Education programs, refer to pages 151-159 in the 2008/2009 OISE Bulletin. For more information about the Collaborative Graduate Degree Programs, refer to pages 170-178 in the 2008/2009 OISE Bulletin. And for more information about the Interdepartmental Graduate Specializations, refer to pages 179-183 in the 2008/2009 OISE Bulletin. MASTER OF EDUCATION (M.Ed.)

Refer to: 2008/2009 OISE Bulletin, page 153

The HEG offers an M.Ed. program, including an M.Ed. specializing in health professional education. The programs can be completed on either a full-time or part-time basis. Students in the M.Ed. program are required to pursue the M.Ed. Option I program and students in the Health Profession Education Specialization will normally register in the M.Ed. Option II program. Professor Linda Muzzin can provide more information on the Health Profession Education Specialization.

Requirements:

Option I (M.Ed. in Higher Education) 1. One required course (equivalent to two half-courses):  TPS1803 Recurring Issues in Postsecondary Education 2. 8 other half-courses, of which at least three must be in Higher Education 3. a written comprehensive examination

Option I (M.Ed. in Higher Education, Emphasis on Leadership) Alternate Delivery Format This option will be of particular interest to working professionals since this program offers the flexibility of a cohort based and compressed format scheduling. 1. One required course (equivalent to two half credit-courses):  TPS 1803 Recurring Issues in Postsecondary Education 4. 5 other required half-courses (cohort based) 5. 3 elective half-credit courses – one of which must address equity issues 6. a written comprehensive examination

For more information on the M.Ed. with an emphasis on Leadership, please contact: Dr. Katharine Janzen [email protected],ca TPS – Higher Education 416-978-1232

Option II (M.Ed. in Health Professional Education) 1. One required course (equivalent to two half-courses):  TPS1803 Recurring Issues in Postsecondary Education 2. 6 other half-courses, of which at least two must be courses in the Health Profession Education Field and two must be courses in general Higher Education; 3. a research project (Masters Research Paper) 4. a written comprehensive examination

MASTER OF ARTS (M.A.) Refer to: 2008/2009 OISE Bulletin, page 153

Applicants must submit written evidence of their ability to define a research question or problem, to devise a research design, and to analyze and report research findings, all in an academically rigorous manner. This evidence must be submitted with the application. The evidence may be an undergraduate thesis, long essays or papers written for undergraduate courses, reports and studies written as part of employment, or other documents that demonstrate the applicant’s ability to conduct research at the master’s degree level.

The degree requirements for the M.A. program can be completed on either a full-time or part-time basis. While all students take one full-year core course, there is considerable freedom to create an individualized program of courses under the supervision of a faculty advisor. All students also have the opportunity to take some courses in other graduate departments within OISE and the University of Toronto.

Requirements: 1. One required course (equivalent to two half-courses)  TPS1803Y Recurring Issues in Postsecondary Education 2. 6 other half-courses, of which at least 3 must be in Higher Education 3. a thesis 4. a written comprehensive examination

The number of additional half-courses may be reduced to four for students with prior undergraduate or graduate Graduate Programs: Educational Administration degrees that are relevant to the study of Higher Education.

DOCTOR OF PHILOSOPHY (Ph.D.) Refer to: 2008/2009 OISE Bulletin, page 154

The Ph.D. program may be taken on a full-time or flexible-time basis. To be admitted on a flexible-time basis, applicants normally should be active professionals who demonstrate connections between their professional work and their proposed course program, and between their professional work and their proposed thesis research.

In individual cases, students with a highly relevant master’s degree in other educational specializations or other fields will be admitted, but make-up work in Higher Education will be required. Applicants who hold an M.Ed. or other non-thesis master’s degree must submit written evidence of their ability to define a research question or problem, to devise a research design, and to analyze and report research findings, all in an academically rigorous manner. This evidence may be an undergraduate or master’s thesis, long essays or papers written for master’s level courses, reports and studies written as part of employment, or other documents that demonstrate the applicant’s ability to conduct research at the doctoral level. This evidence must be submitted with the application.

Requirements: 1. A minimum of six half-courses beyond the M.A. or M.Ed. degree in Higher Education. Normally they would include: ● four half-courses in Higher Education, including: ● TPS1803 Recurring Issues in Postsecondary Education (unless exemption is granted for prior study) ● as well as a half course in research methodology approved by the faculty advisor ● two half-courses that may be selected from this program, or from any department of OISE, or from another graduate department of the University of Toronto, with the approval of the faculty advisor 2. a written comprehensive examination and a doctoral specialization examination 3. a thesis reporting the results of original research

DOCTOR OF PHILOSOOPHY FOR COMMUNITY COLLEGE LEADERS (Flexible-time Ph.D.) Refer to: 2008/2009 OISE Bulletin, pages 154

The Ph.D. in Community College Leadership is a doctorate in Higher Education with a specialization in Community College Leadership. It is a special stream of the Ph.D. in Higher Education in which a new cohort is started every three or four years, depending upon our doctoral thesis supervision capacity.

The Community College Leadership Program (CCL Program) is designed to meet the needs of persons interested in leadership positions at community colleges and other higher education institutions (the primary audience is staff actively engaged in college work although a small number of those in public and private institutions could also be admitted). If students are seeking a leadership position, the CCL Program provides the opportunity to develop the cognitive, emotional and interpersonal skills required for success in such appointments.

In the CCL Program, students take most of their courses together (cohort model) in two consecutive summers (Summer Institutes) and weekend courses in the intervening fall and winter. Most of the courses are specially designed for this program and focus on the community college. In particular, topics dealt with include organization, governance, mission, functions, students and philosophy.

Requirements: 1. The course requirement is eight half-courses

2. Admission Requirements

A master’s degree is required for admission to a Ph.D. program. Exceptions might be considered in rare instances where there are extenuating circumstances. Please consult the OISE Bulletin (http://ro.oise.utoronto.ca/Bulletin_Inter.htm) for admission requirements to a Ph.D. Program.

Should you feel your specific case might warrant special consideration, contact the Office of the Registrar: Telephone: 416-978-1682, Fax: 416-323-9964, E-mail: [email protected]

3. Qualifying Research Paper

Applicants who have graduated from a non-thesis M.A. program are required to complete a QRP or provide a sample of previous work that may satisfy the criteria as described by the Registrar’s Office, Graduate Studies Admissions Unit.

For more information about the Ph.D. for Community College Leaders, contact Peter Dietsche, ([email protected]), 416-978-1217

DOCTOR OF EDUCATION (Ed.D.) Refer to: 2008/2009 OISE Bulletin, page 154

The Ed.D. program may be taken full-time or part-time. However, a minimum of one year of full-time study is required. The year of full-time study does not have to be continuous.

Applicants who hold an M.Ed. or other non-thesis master’s degree must submit written evidence of their ability to define a research question or problem, to devise a research design, and to analyze and report research findings, all in an academically rigorous manner. This evidence may be an undergraduate or master’s thesis, long essays or papers written for master’s level courses, reports and studies written as part of employment, or other documents that demonstrate the applicant’s ability to conduct research at the doctoral level. This evidence must be submitted with the application.

Requirements: 1. A minimum of eight half-courses, beyond a relevant and acceptable M.Ed. or M.A. degree. Normally they would include:  TPS1803 Recurring Issues in Postsecondary Education  At least two other half-course equivalents in Higher Education  A half-course in research methodology approved by the faculty advisor  One half-course selected either in Higher Education or in another graduate program at OISE/UT, or with the approval of the faculty advisor, in another graduate department at the University of Toronto  A supervised applied research practicum (equivalent to one half-course)  A collaborative pro-seminar (equivalent to one half-course) 2. a written comprehensive examination and a doctoral specialization examination 3. a thesis reporting the results of original research

Doctoral Thesis Proposals Graduate Programs: Educational Administration Normally doctoral students should successfully meet their Comprehensive and Specialization Examination requirements prior to the formal formation of a thesis committee. Students should present their thesis proposals as drafts to one of the regularly scheduled departmental seminars.

Further information is available from: Jamie-Lynn Magnusson, Program Coordinator Telephone: 416-978-1208 E-mail: [email protected]

HISTORY AND PHILOSOPHY OF EDUCATION

There are two Fields of Specialization within the History and Philosophy of Education Program:

 History of Education  Philosophy of Education

Given the close relationship of these two disciplines within the Program, Philosophy of Education students are normally required to take TPS1419, Historiography and the History of Education (or an equivalent approved by the Program Co-ordinator) while History of Education students are normally required to take TPS1440, Introduction to the Philosophy of Education (or an equivalent approved by the Program Co-ordinator).

Students are encouraged to sample courses from the affiliate area. Each field offers courses of study leading to M.Ed., M.A., Ed.D. and Ph.D. degrees. HISTORY OF EDUCATION

The History of Education Specialization in the History and Philosophy of Education Program was founded in 1966 and has played a leading role in the history of education, both in Canada and internationally. Our tradition of pioneering work was begun with innovative social structural studies. The tradition established is now carried forward by Harold Troper in immigrant and ethnic history, David Levine in European social history, Cecilia Morgan in gender history and the history of memory/memorialization, Ruth Sandwell in Canadian rural, family and cultural history, and Elizabeth Smyth in gender and women’s studies and the history of teaching and learning in Ontario, Canada and internationally. For the past three decades the History of Education specialization has remained at the forefront of academic excellence and its faculty’s scholarly attainments have been recognized on many occasions. Exciting areas of study in this specialization include:

 development of the family

 immigration and ethnicity  women and gender in society  imperialism, colonialism, and nation building  popular culture  religion, ideology and class formation  origins of modern schooling  politics of education  Canadian rural, family and cultural history  theory and practice of history teaching

Students who are enrolled in the program may also apply to the Comparative, International, and Development Education Collaborative Program or the Women’s Studies Collaborative Program. Additional information on these programs can be found on pages 170-178 in the 2008/2009 OISE Bulletin.

Thesis formatting: The History of Education Program uses the Chicago Manual of Style, not the APA guidelines.

Refer to the 2008/2009 OISE Bulletin, page 160

MASTER OF EDUCATION (M.Ed.) Refer to: 2008/2009 OISE Bulletin, Page 160

Requirements:

The M.Ed. degree in the History and Philosophy of Education Program - History of Education field may be pursued under either Option II (eight half-courses plus a major research project/paper) or Option IV (ten half- courses). Students enrolled in Option II are expected to complete at least four half-courses from the History of Education course menu. Students enrolled in Option IV are expected to complete at least five half-courses from the History of Education course menu. (See the OISE Graduate Studies in Education Bulletin for a list of History of Education courses.) Completion of TPS1460H, History and Educational Research, and TPS 1440H, An Introduction to Philosophy of Education, is mandatory in both options. In cases where a student has already taken a course deemed equivalent to TPS 1440H, another philosophy course may be substituted. In consultation with the faculty advisor, this course should be chosen to complement the students’ primary focus in history. MASTER OF ARTS (M.A.) Refer to: 2008/2009 OISE Bulletin, Page 160

Qualified applicants who hold a four-year University of Toronto bachelor's degree, or its equivalent, with a major in history may be admitted to the M.A. degree in the History and Philosophy of Education Program - History of Education field comprising six half-courses and a thesis. Completion of TPS1419H, Historiography and the History of Education, and TPS 1440H, An Introduction to Philosophy of Education, is mandatory requirements for students in this program. Normally, three of the remaining four half-courses must be selected from the History of Education course menu. (See the OISE Graduate Studies in Education Bulletin for details.) In cases where a student has already taken a course deemed equivalent to TPS 1440H, another philosophy course may be substituted. In consultation with the faculty advisor, this course should be chosen to complement the students’ primary focus in history. DOCTOR OF EDUCATION (Ed.D.) Refer to: 2008/2009 OISE Bulletin, page 160

The Ed.D. degree in the History and Philosophy of Education Program - History of Education field is designed for career educators who wish to engage in the in-depth study of a problem or topic related to professional practice.

The degree requirements for students who have completed a master's degree (M.Ed. or M.A.) in the History and Philosophy of Education Program – History of Education field consist of eight half-courses, a year of full-time study on campus, and a thesis. Preferably, the year of full-time study should occur late in the degree program and should be devoted primarily to thesis research and writing. Graduate Programs: Educational Administration

Students who have not completed a master’s (M.Ed. or M.A.) degree in the History and Philosophy of Education Program - History of Education field must complete TPS1440H, An Introduction to the Philosophy of Education as part of their eight half-courses. In cases where a student has already taken a course deemed equivalent to TPS 1440H, another philosophy course may be substituted. In consultation with the faculty advisor, this course should be chosen to complement the students’ primary focus in history.

The core program includes two mandatory Ed.D. seminars (TPS 3490H Ed.D. Seminar in the History of Education I and TPS 3491H Ed.D. Seminar in the History of Education II), normally taken during the year of full- time study. Course TPS 1419H, Historiography and the History of Education, is a requirement for students in this program. The remaining courses are selected by the student in consultation with the faculty advisor and may be taken before or after the year of required full-time study. Students are strongly encouraged, though not required, to take at least two half-courses before the year of full-time study.

All Ed.D. students are required to take a comprehensive examination. DOCTOR OF PHILOSOPHY (Ph.D.) Refer to: 2008/2009 OISE Bulletin, Page 161

Qualified applicants with a University of Toronto M.A. degree in the History and Philosophy of Education Program – History of Education field, or its equivalent, including a thesis or equivalent major research paper, may be admitted to a Ph.D. program comprising six half-courses plus a thesis. If the master's degree did not include a thesis (or equivalent), a Qualifying Research Paper must be submitted and approved by two faculty members before registration in the degree program.

Applicants who do not hold a University of Toronto M.A. degree in the History and Philosophy of Education Program – History of Education field or its equivalent will be required to establish equivalency with the OISE master's program. Usually this entails completion of TPS1419H Historiography and the History of Education, and TPS1440, An Introduction to the Philosophy of Education, within the minimum six half-courses required for the Ph.D. In cases where a student has already taken a course deemed equivalent to TPS 1440H, another philosophy course may be substituted. In consultation with the faculty advisor, this course should be chosen to compliment the students’ primary focus in history.

All Ph.D. students are required to write a comprehensive examination.

Courses of Instruction

Not all courses are offered every year. Please consult OISE’s Graduate Studies Course Schedule which lists the courses the Department will offer this year as well as those offered by other departments that may be taken for credit in your program.

Some sections of existing courses are offered off campus and by computer conferencing in order to make them available to students in localities far from Toronto.

Further information is available from: Cecilia Morgan, Program Coordinator Telephone: 416-978-1209 E-mail:[email protected]

PHILOSOPHY OF EDUCATION

For over thirty years, the Philosophy of Education Specialization in the History and Philosophy of Education

94 Graduate Programs: Educational Administration Program has been a respected leader in this field of study. This program focuses critical attention on epistemological, ethical, and political dimensions of the effort to live life responsibly and how these dimensions interact with education. Thus we address questions central to educational practice such as the following: What conceptions of critical thinking help us develop education for democratic citizenship? How do individuals and communities evaluate what counts as moral practices respectful of differences and of self, and how should these evaluations be accommodated within educational practice? How do new technologies and media redefine what counts as knowledge and information, and how do these interpretations shape our conceptions of education? How can educational philosophies help us think in complex ways about controversial social and political issues? How might transformations in schooling practices generate and honour a wider range of knowledge communities and knowledge-production practices? To explore these questions we offer a range of courses. These reflect areas of faculty interest and expertise. The following focus areas indicate loose groupings of these courses and suggested areas of specialization.

 Feminist Studies  Morals/Values, Social Issues and Education  Philosophical Issues in Technology, Media, & Schooling Practices  Politics and Democratic Education  Poststructuralist and Postmodern Philosophies of Education

Students enrolled in this program may also apply to the Comparative, International, and Development Education Collaborative Program or the Women’s Studies Collaborative Program. They may also apply for an Interdepartmental Graduate Specialization in Gender Equity in Education, Transformative Learning, or Women’s Studies/Feminist Studies.`

Additional information on this program can be found on pages 165-169 in the 2008/2009 OISE Bulletin. For more information about the Collaborative Graduate Degree Programs, refer to pages 170-178 in the 2008/2009 OISE Bulletin. For more information about the Interdepartmental Graduate Specializations, refer to pages 179-183 in the 2008/2009 OISE Bulletin.

Given the close relationship of these two disciplines within our Department, Philosophy of Education students are normally (a) required to take TPS1419H, Historiography and the History of Education (see under each degree below); and (b) students are encouraged to sample courses from the affiliate area – i.e., in the case of Philosophy of Education students, to sample History of Education course offerings.

MASTER OF EDUCATION (M.Ed.) Refer to: 2008/2009 OISE Bulletin, Page 165

The M.Ed. degree in the History and Philosophy of Education Program - Philosophy of Education field may be pursued under either Option II (eight half-courses plus a major research project/paper) or Option IV (ten half- courses). Students enrolled in Option II are expected to complete at least four half-courses from the Philosophy of Education course menu. Students enrolled in Option IV are expected to complete at least five half-courses from the Philosophy of Education course menu. (See the OISE Graduate Studies in Education Bulletin for a list of Philosophy of Education courses.) Completion of TPS1440H, An Introduction to Philosophy of Education, is mandatory in both options (unless a course deemed equivalent has already been taken). In addition, for both options one course in history is also mandatory, normally TPS1419H, Historiography and the History of Education. In cases where a student has already taken a course deemed equivalent to TPS1419H, another history course may be substituted. In consultation with the faculty advisor, the substituted course should be chosen to complement the student’s primary focus in philosophy.

MASTER OF ARTS (M.A.) Refer to: 2008/2009 OISE Bulletin, Page 166

Qualified applicants who hold a four-year University of Toronto bachelor's degree, or its equivalent, with a major in Graduate Programs: Educational Administration philosophy may be admitted to the M.A. degree in the History and Philosophy of Education Program - Philosophy of Education field comprising six half-courses and a thesis. Completion of TPS1440H, An Introduction to Philosophy of Education, is mandatory (unless a course deemed equivalent has already been taken). In addition, one course in history is also mandatory, normally TPS1419, Historiography and the History of Education. In cases where a student has already taken a course deemed equivalent to TPS1419H, another history course may be substituted. In consultation with the faculty advisor, this course should be chosen to complement the student’s primary focus in philosophy. Normally, two of the remaining four half-courses must be selected from the Philosophy of Education course menu. (See the OISE Graduate Studies in Education Bulletin for details.) Upon approval, courses from other departments, including the Graduate Department of Philosophy, may be substituted for Philosophy of Education courses.

Applicants with undergraduate majors in related social science and humanities disciplines are normally required to take some additional courses.

DOCTOR OF EDUCATION (Ed.D.) Refer to: 2008/2009 OISE Bulletin, Page 165

The Ed.D. degree program in the History and Philosophy of Education Program – Philosophy of Education field is designed for career educators who wish to engage in the indepth study of a problem or topic related to professional practice. Applicants with specializations in their master's degree programs other than Philosophy of Education are required to take additional courses either as prerequisites to admission or as part of their program. Applicants without a master's thesis or equivalent must submit a Qualifying Research Paper, which must be approved by two faculty members prior to registration in the program.

The degree requirements for students who have completed a master's degree (M.Ed. or M.A.) in the History and Philosophy of Education Program – Philosophy of Education field consist of eight half-courses (some or all of which may be taken part-time), a year of required full-time study on campus, and a thesis. Preferably, the year of full-time study should occur late in the degree program and should be devoted primarily to thesis research and writing. All Ed.D. students are required to take a comprehensive examination.

The core program includes two mandatory Ed.D. seminars (TPS 3480H Ed.D. Seminar in the Philosophy of Education I and TPS 3481H Ed.D. Seminar in the Philosophy of Education II), normally taken during the year of required full-time study, and course TPS 1440H, An Introduction to Philosophy of Education, (unless it, or an equivalent, has been taken previously).

Students who have not completed a master’s (M.Ed. or M.A.) degree in the History and Philosophy of Education Program - Philosophy of Education field must complete TPS1419H, Historiography and the History of Education, as part of their required eight half-courses. In cases where a student has already taken a course deemed equivalent to TPS 1419H, another history course may be substituted. In consultation with the faculty advisor, this course should be chosen to complement the students’ primary focus in philosophy.

A minimum of five courses should normally be taken from the Philosophy of Education course menu, selected in consultation with the faculty advisor. (See the OISE Graduate Studies in Education Bulletin for a list of Philosophy of Education courses.) Courses from other departments, including the Graduate Department of Philosophy, may, upon approval, be substituted for Philosophy of Education courses. Students are strongly encouraged, though not required, to take at least two half-courses before the year of required full-time study.

DOCTOR OF PHILOSOPHY (Ph.D.) Refer to: 2008/2009 OISE Bulletin, Page 166

Qualified applicants with a University of Toronto master’s. degree in the History and Philosophy of Education Program – Philosophy of Education field or its equivalent (including a thesis or equivalent major research paper) may be admitted to a Ph.D. program comprising six half-courses plus a thesis. If the master's degree did not include a thesis (or equivalent), a Qualifying Research Paper must be submitted and approved by two faculty members before registration in the degree program.

Applicants who do not hold a University of Toronto master’s degree in the History and Philosophy of Education

96 Graduate Programs: Educational Administration Program – Philosophy of Education field or its equivalent will be required to establish equivalency with the OISE/UT master’s program. Usually this entails completion of TPS1440H An Introduction to Philosophy of Education (unless a course deemed equivalent has already been taken previously) and TPS1419H, Historiography and the History of Education, within the minimum six half-courses required for the Ph.D.. In cases where a student has already taken a course deemed equivalent to TPS 1419H, another history course may be substituted. In consultation with the faculty advisor, this course should be chosen to complement the students’ primary focus in philosophy.

Two of the remaining four courses should normally be in Philosophy of Education, selected in consultation with the faculty advisor. Courses from other departments, including the University of Toronto Graduate Department of Philosophy, may upon approval be substituted for Philosophy of Education courses.

All Ph.D. students are required to write a comprehensive examination.

Courses of Instruction

Not all courses are offered every year. Please consult OISE's Graduate Studies Course Schedule which lists the courses the Department will offer this year as well as those offered by other departments that may be taken for credit in your program.

Some sections of existing courses are offered off campus and by computer conferencing in order to make them available to students in localities far from Toronto.

Further information is available from: Megan Boler, Program Coordinator Telephone: 416-978-1231 E-mail:mboler.oise.utoronto.ca As OISE students, in addition to earning your degree, you have the opportunity to earn additional certificates through Collaborative Graduate Programs.

COMPARATIVE, INTERNATIONAL AND DEVELOPMENT EDUCATION CENTRE (CIDEC) Refer to: 2008/2009 OISE Bulletin, page 173

This Collaborative Graduate Program provides you the opportunity, while meeting all of the requirements for your degree, to also receive a notation on your transcript identifying your specialization in Comparative, International and Development Education.

This Program might be of interest to you if you are a Canadian student who wants to work and live in other cultures or wants to better understand the educational and social systems of the many learners in Canada's multicultural society. It might also be of interest to you if you are an international student who wants to relate your studies at OISE directly to your own societies and learning systems. It is available to you if you are enrolling or have enrolled in the M.Ed., M.A., Ed.D, or Ph.D. programs.

The interests of students and faculty involved in this Program range from the development of teaching and learning programs and policies dealing with specific educational, social and economic problems to studies of the role of organized learning in the development of large social systems. The experience and interests of faculty permit students to study comparatively both formal and non-formal educational programs, for children and adults, as they occur in both developing and developed societies, from a variety of different theoretical perspectives.

For more information and details on admission and program requirements, consult the 2006/2007 OISE/UT Bulletin.

GRADUATE COLLABORATIVE PROGRAM IN WOMEN'S STUDIES (GCWS) Graduate Programs: Educational Administration Refer to: 2008/2009 OISE Bulletin, pages 178

The departments of Adult Education, Community Development and Counseling Psychology; Curriculum, Teaching and Learning; Sociology and Equity Studies in Education and Theory and Policy Studies in Education, as well as other University of Toronto departments, participate in the Graduate Collaborative Program in Women's Studies (GCWS) offering M.Ed., M.A., Ed.D. and Ph.D. degree programs. The GCWS provides a formal educational opportunity for qualification in the field of women's studies through the pursuit of original interdisciplinary research in women's and gender studies and advanced feminist scholarship.

The program provides a central coordinating structure to facilitate and disseminate women's studies research through student and faculty research seminars, colloquia, circulation of work in progress, study groups, conferences, and publications. The GCWS contributes to the development of an integrated research community in women's studies at the University of Toronto.

If you want to apply to the program, you are expected to meet the admission and degree requirements of both your program and the GCWS. All programs of study should be planned in consultation with your faculty advisor and with the GCWS Coordinator. Students who successfully complete the program will have noted on their transcripts “Completed Collaborative Program in Women’s Studies” in addition to the degree from their OISE/UT department.

The Program is administered by the Institute for Women’s Studies and Gender Studies (IWSGS). For further information, consult the School of Graduate Studies Calendar, your departmental Liaison Officer or the GCWS Program Office, New College, Room 2036, 40 Willcocks St., (416) 978-3668. You can also email your inquiries to [email protected] or visit their website at http://www.utoronto.ca/iwsgs/

INDIVIDUAL READING/RESEARCH COURSES

If you cannot find any courses that are focused on topics of particular interest to you from the list of available courses, you can create your own course under the direction of a faculty member. The course will normally involve the preparation of papers and tutorials on a regular basis. Practical field experience may also be included as part of the course, depending on your program. You will receive a half credit for this course. The following course numbers are designated for the Individual Reading and Research courses. Their broad descriptions can be found in the 2008/2009 OISE Bulletin:

TPS1052H Individual Reading and Research in Educational Administration: Master's Level TPS3052H Individual Reading and Research in Educational Administration: Doctoral Level TPS1852H Individual Reading and Research in Higher Education: Master's Level TPS3852H Individual Reading and Research in Higher Education: Doctoral Level TPS1452H Individual Reading and Research in the History of Education: Master's Level TPS3452H Individual Reading and Research in the History of Education: Doctoral Level TPS1453H Individual Reading and Research in the Philosophy of Education: Master's Level TPS3453H Individual Reading and Research in the Philosophy of Education: Doctoral Level

To create your own Individual Reading and Research course, follow these steps: 1. Approach a faculty member about your interest and discuss course possibilities. 2. Fill out an Individual Reading/Research Course form. Forms and guidelines for reading courses are available from the Academic Liaison Officer for your program. 3. Describe your proposed study, a rationale for the course, expected work and method of evaluation. 4. Get the form signed by the instructor and TPS Chair. 5. Reading courses may be designed to include practically-oriented work.

98 Graduate Programs: Educational Administration 6. Consult the Important Dates section of this manual or the 2008/2009 OISE Bulletin for deadlines for reading course application and submission of course work. They may be earlier than deadlines for other courses.

IMPORTANT DATES 2008 - 2009

NOTE: The dates that have been listed below relate to the 2008 Fall and 2009 Winter sessions only. Dates relating to the 2009 Summer session and the registration dates for the 2009 Fall session were not available at the time of printing this handbook. For dates relating to the 2009 Summer session and registration for the 2009 Fall session, please consult the 2009/2010 OISE Bulletin that will be available in January 2009.

DATES RELATED TO REGISTRATION 2008 September 12 Deadline for 2008/2009 Fall/Winter Session registration. After this date a late registration fee will be charged

2009 January 9 Deadline for registration for students beginning their programs in the 2009 Winter Session. After this date a late registration fee will be charged

PROGRAM DATES 2008 September 1 Labour Day (University closed)

September 5 Deadline for submission of Individual Reading and Research course approval forms for 2008 Fall Session and full-year courses, to be submitted to the Registrar’s Office, Graduate Studies Registration Unit Graduate Programs: Educational Administration September 8 Lectures begin for the 2008 Fall Session and full-year courses

September 15 Grade submission date for 2008 Summer Session courses, second term courses. Grades will be available on ROSI (via SWS) approximately two weeks after this date.

September 15 Deadline for SDF designation for 2008 Winter Session courses to be changed to a regular grade, an INC or a failing grade

October 3 Deadline for adding 2008 Fall Session and full-year courses.

October 6 Ontario Graduate Scholarship Program applications due

October 6 Social Sciences and Humanities Research Council of Canada Doctoral Fellowships applications due

October 13 Thanksgiving Day (University closed)

October 31 Deadline for withdrawing from 2008 Fall Session courses without academic penalty

November 1 Final date to request a change of start date from the 2008 Summer Session or the 2008 Fall Session to the 2009 Winter Session

November 28 Last day of lectures for the 2008 Fall session

December 1 Deadline for receipt of applications for a 2009 Fall Session and 2010 Winter Session Graduate Assistantship (for full-time study only) December 8 Deadline for adding 2009 Winter Session courses, without instructor’s approval. After this date, instructor’s approval at the beginning of classes is required

December 15 Deadline for submission of Individual Reading and Research course approval forms for the 2009 Winter Session to be submitted to the Registrar’s Office, Graduate Studies Registration Unit

December 22 University closed -January 2

2009 January 5 Lectures begin for the 2009 Winter Session

January 9 Final date to request a deferral of admission from the 2000 Winter Session to the 2010 Winter Session

January 13 Grade submission date for the 2008 Fall Session courses. Grades will be available on ROSI (via SWS) approximately two weeks after this date.

January 13 Deadline for SDF designation for the 2008 Summer Session first and second term courses to be changed to a regular grade, an INC or a failing grade

January 16 Deadline for adding 2009 Winter Session courses

January 17 Deadline for students who hold dual registration for both M.A. and Ph.D. degrees to be recommended for the master’s degree (This date is crucial for meeting the SGS deadlines)

January 27 Deadline for submitting the final Ph.D. or Ed.D. thesis for students whose degrees are to be conferred in absentia at the March meeting of Governing Council

100 Graduate Programs: Educational Administration February 27 Deadline for withdrawing from the 2009 Winter Session and full-year courses without academic penalty

March 16-20 Midwinter break in the Ontario school system (no OISE classes scheduled)

March 23-27 Course selection information will be available for continuing students, for the 2009 Summer Session, 2009 Fall Session, and the 2010 Winter Session

April 3 Last day of 2009 Winter Session and full-year lectures

April 10 Good Friday (University closed)

April 30 Continuing students should select courses for the 2009 Summer Session, the 2009 Fall Session and the 2010 Winter Session prior to this date. However, students are encouraged to enroll in courses as soon as possible (usually late March/first week of April) as maximum enrolment may be reached in some courses well before this date.

May 12 Grade submission date for 2009 Winter Session and full-year courses. Grades will be available on ROSI (via SWS) approximately two weeks after this date

May 12 Deadline for SDF designation for 2008 Fall Session courses to be changed to a regular grade, an INC or a failing grade

May 18 Victoria Day (University closed)

DATES RELATED TO GRADUATION /CONVOCATION 2008 September 14 Deadline for submitting appropriate documentation to the Registrar’s Office, Graduate Studies Unit, for master’s degrees to be awarded at November Convocation

September 18 Deadline for oral examinations for Ed.D. and Ph.D. degrees to be conferred at November Convocation. Arrangements must be made through the Registrar’s Office, Graduate Studies Registration Unit. For Ph.D. – at least nine working weeks before this date For Ed.D. – at least seven working weeks before this date

September 29 Deadline for submitting the final Ph.D. or Ed.D. thesis for students whose degrees are to be conferred at November convocation

October 15 Deadline for M.Ed. students to request convocation in March (in absentia) or in the Spring if all degree requirements will be completed in the 2008 Fall Session

November TBA Fall Convocation – M.Ed., M.A., Ed.D., Ph.D. (see www.utoronto.ca/convocation) 2009 January 16 Deadline for final oral examinations for Ed.D. and Ph.D. degrees to be conferred in absentia at the March meeting of the Governing Council. Arrangements must be made through the Registrar’s Office, Graduate Studies Registration Unit, and taking into account the intervening Christmas holiday For Ph.D. – at least eleven working weeks before this date For Ed.D. – at lease nine working weeks before this date

January 17 Deadline for master’s degree students who completed degree requirements in the 2008 Fall Session to submit appropriate documentation to the Registrar’s Office, Graduate Studies Registration Unit, for master’s degrees to be conferred in absentia at the March meeting of the Graduate Programs: Educational Administration Governing Council or at June Convocation (This date is crucial for meeting the SGS deadlines)

January 17 Deadline for students who hold dual registration for both M.A. and Ph.D. degrees to be recommended for the master’s degree (This date is crucial for meeting the SGS deadlines)

January 27 Deadline for submitting the final Ph.D. or Ed.D. thesis for students whose degrees are to be conferred in absentia at the March meeting of Governing Council

March 15 Deadline for M.A. AND M.Ed. students to request convocation in Spring if all degree requirements, comprehensives and/or research will be completed in the 2009 Winter Session

March TBA Graduation “in absentia” April 19 Deadline for submitting appropriate documentation to the Registrar’s Office, Graduate Studies Registration Unit, for Masters’ degrees to be awarded at June Convocation (This date is crucial for meeting the SGS deadlines.)

April 16 Deadline for final oral examinations for Ed.D. and Ph.D. degrees to be conferred at June Convocation. Arrangements must be made through the Registrar’s Office, Graduate Studies Registration Unit. For Ph.D. – at least nine working weeks before this date For Ed.D. – at least seven working weeks before this date

April 23 Deadline for students whose degrees are to be conferred at June Convocation to submit the final Ph.D. or Ed.D. thesis

June TBA Spring Convocation

For dates relating to the 2009 Summer session and registration for the 2009 Fall session, please consult the 2009/2010 OISE Bulletin that will be available in January 2009. DEPARTMENTAL CONTACTS

Program Office Phone Email address 978- Joshee, Reva Educational Administration 6-287 1515 [email protected] Chair

Portelli, John Philosophy of Education 6-226 1277 [email protected] Associate Chair Educational Administration Boler, Megan Philosophy of Education 6-262 1231 [email protected] Associate Chair

Program Coordinators

Anderson, Steve Educational Administration 6-116 1156 [email protected] Magnusson, Jamie-Lynn Higher Education 6-216 1208 [email protected] Morgan, Cecilia History of Education 6-217 1209 [email protected] Boler, Megan Philosophy of Education 6-262 1231 [email protected]

Program Information Morgan, Marion Educational Administration 6-197 1203 [email protected] Academic Program Liaison Certificate Program in School Management

Verner, Janice Higher Education 6-283 1251 [email protected] Academic Program Liaison History of Education Philosophy of Education

Faculty Acker, Sandra Higher Education 12-230 0425 [email protected] Anderson, Stephen Educational Administration 6-116 1156 [email protected] Bascia, Nina Educational Administration 6-287 1159 [email protected] Initial Teacher Education Boler, Megan Philosophy of Education 6-262 1231 [email protected] Initial Teacher Education Boyd, Dwight R. Philosophy of Education 6-258 1229 [email protected] Chambers, Tony Educational Administration 6-264 1215 [email protected] Dietsche, Peter Higher Education 6-222 1217 [email protected] Dunlop-Robertson, Lorayne Educational Administration 6-195 1201 [email protected] Flessa, Joe Higher Education 6-192 1187 [email protected] Ford, Maureen Philosophy of Education 6-223 1218 [email protected] Initial Teacher Education Gaskell, Jane Educational Administration 12-130 8858 [email protected] Haché, Denis Educational Administration 6-190 1181 [email protected] Hayhoe, Ruth Higher Education 6-219 1213 [email protected] Hildyard, Angela Higher Education 416-978-4856 [email protected] Janzen, Katharine Higher Education 6-264 1232 [email protected] Jones, Glen A. Higher Education 12-132 8292 [email protected] Joshee, Reva Educational Administration 6-287 1515 [email protected] Initial Teacher Education Lang, Dan W. Higher Education 6-278 1246 [email protected] 978- Leithwood, Kenneth A. Educational Administration 6-186 1171 [email protected]

Levin, Ben Educational Administration 6-189 1157 [email protected] Levine, David History of Education 6-256 1228 [email protected] Lordan, Meredith Initial Teacher Education 6-194 1199 [email protected] Magnusson, Jamie-Lynn Higher Education 6-216 1208 [email protected] Mascall, Blair Educational Administration 6-188 1173 [email protected] Moore, Sean Research Office 6-185 1266 [email protected] Morgan, Cecilia History of Education 6-217 1209 [email protected] Initial Teacher Education

Muzzin, Linda Higher Education 6-215 1207 [email protected] Ng, Roxana Higher Education 7-183 0797 [email protected] Padro, Susan Educational Administration 6-191 1182 [email protected] Pascal, Charles Higher Education 6-266 1233 [email protected] Portelli, John Educational Administration 6-226 1277 [email protected] Philosophy of Education Initial Teacher Education

Ryan, Jim Educational Administration 6-112 1152 [email protected]

Sa, Creso Higher Education 6-214 1206 [email protected] Sandwell, Ruth History of Education 6-221 1216 [email protected] Initial Teacher Education Graduate Programs: Educational Administration

Seller, Wayne Educational Administration (807) 475-8110 [email protected] Fax: (807) 475-8149

Smyth, Elizabeth History of Education 11-290 0145 [email protected] Initial Teacher Education

Stiegelbauer, Suzanne Educational Administration 6-190 1181 [email protected] Strauss, Tiiu Research Office 6-185 1266 [email protected] Troper, Harold H. History of Education 6-224 1219 [email protected] Watson, Cicely Higher Education 6-275 1239 [email protected] Zoric, Terezia Initial Teacher Education 6-118 1158 [email protected] Zuker, Marvin A. Educational Administration 6-190 1181 [email protected]

Other Administrative Staff Baker, Annie 6-285 1160 [email protected] Business Officer May, Lori Communications & Special Projects Coord. 6-213 1205 [email protected]

Dinsdale, Karen 6-284 1254 Secretary to the Chair [email protected] Cavaliere, Cecilia 6-198 1166 Secretary de Montmollin, Gabrielle 6-123 1161 [email protected] Goodlet, Jane 6-200 1150 [email protected] Receptionist

International Centre For Educational Change (ICEC)

Stephen Anderson 6-116 1156 [email protected]

TPS GSA Members TPS GSA [email protected]

OISE CONTACTS

OISE Registrar’s Office Graduate Studies Unit 4th Floor , 252 Bloor St. West

Lynn Romero, Liaison Officer 4-485 1654 [email protected]  Registration

104 Graduate Programs: Educational Administration OISE Student Service 8th Floor, 252 Bloor St. West http://www.oise.utoronto.ca/studentservices

Sherap Winn, Information & Communications Assistant 2265 [email protected] General Information/Reception Graduate Financial Awards 2237 [email protected] For various application forms Carole Umana, Director of Student Services 2448 [email protected] Margaret Brennan, Graduate Financial Awards Officer 2469 [email protected] For information on financial awards, scholarships, workshops, etc. Mary MacDonell, Graduate Programming Coordinator 2248 [email protected] For information on OSAP Wendy Mauzeroll, Graduate Financial Awards Administrative 2468 [email protected] Assistant

Education Commons Help Desk 3rd Floor, 252 Bloor St. West 3-320 1795 [email protected] http://www.oise.utoronto.ca/ec

Hours: Monday - Thursday: 8:30a.m. – 9:30 p.m. Friday: 8:30 a.m. – 5:00 p.m. These hours will change during the summer

Library and Information Resources @ OISE/UT

2nd Floor, 252 Bloor St. West www.oise.utoronto.ca/ec/library/ Reference Services: 978-1860 [email protected] Circulation Services: 978-1850 Curriculum Workshops: 978-1951 Marian Press Database Instruction: 978-1951 Marian Press Telephone Renewals: 978-8450

OISE GSA 252 Bloor St. West 8-105 (416) 978-2421 [email protected]

Cupe Local 3907 252 Bloor St. West 8-104 (416) 926-4728 [email protected]

OISE ISA 252 Bloor St. West 8-107 (416) 926-4733 [email protected] UNIVERSITY CONTACTS

The University of Toronto Athletic Centre (416) 978-3437 55 Harbord St. (416) 978-3436 Toronto, ON, M5S 2W6 fax: (416) 978-4384 http://www.utoronto.ca/physical Graduate Programs: Educational Administration Career Centre 214 College St. (416) 978-8000 Toronto, ON, M5T 2Z9 fax: (416) 978-8020 http://www.careers.utoronto.ca

Accessibility Services (Programs and Services for Students with a Disability) St. George Campus Office (416) 978-8060 [email protected] Robarts Library, 1st floor (Voice) 130 St. George Street (416) 978-1902 Toronto, Ontario (TDD) M5S 1A5 fax: (416) 978-8246 http://disability.sa.utoronto.ca

Graduate Students’ Union (GSU) Graduate Students' Union (416) 978-2391 [email protected] 16 Bancroft Avenue or (416) 978-6233 Toronto, ON, M5S 1C1 fax: (416) 971-2362 http://www.gsu.utoronto.ca/

GSU Health Plan and Health Services 16 Bancroft Ave. (416) 978-8465 [email protected] Toronto, ON, M5S 1C1 fax: (416) 971-2362 http://www.gsu.utoronto.ca/insurance/index.html

Hart House 7 Hart House Circle (416) 978-2452 [email protected] Toronto, Ontario fax: (416) 971-2244 M5S 3H3 http://www.harthouse.utoronto.ca/

International Student Centre (ISC) 33 St. George Street (416) 978-2564 [email protected] Toronto, ON, M5S 2E3 fax: (416) 978-4090 http://www.isc.utoronto.ca

School of Graduate Studies (SGS) 65/63 St George St. (416) 978-6614 [email protected] Toronto, ON, M5S 2Z9 fax: (416) 978-4367 [email protected] http://www.sgs.utoronto.ca

Educational Research Ethics Board (EREB) Office Simcoe Hall (416) 946-3273 27 King’s College Circle, Room 10A fax: 946-5763

General Inquiries: Information Assistant (416) 946-3273 [email protected] (for ethical review protocol status)

Bridgette Murphy, Assistant Ethics Review (416) 946-5606 [email protected] Officer

106 Graduate Programs: Educational Administration The National Student Health Network 720 Spadina Avenue, Suite 508 1-800-468-0668 (outside Toronto)

The University Health Insurance Plan (UHIP) (416) 978-0290 [email protected] UHIP office fax: (416) 978-4090 International Student Centre 33 St George St Toronto, ON, M5S 2E3 http://www.isc.utoronto.ca/uhip.html

U of T’s Student Housing Service St. George Campus (416) 978.8045 [email protected] fax: (416) 978-1616 978-8045 Koffler Student Services Centre 214 College St. Toronto, ON M5T 2Z9 http://link.library.utoronto.ca/StudentHousing/