EDUCATION 2020-2021

Check it out at niagarau.ca PRESIDENT’S MESSAGE

Welcome to Niagara University. We are delighted that you have chosen to join, or rejoin, our community to further your education at this exciting time in the university’s history. Since its founding in 1856, Niagara University has equipped students with the tools to succeed in a global marketplace through the delivery of high-quality, accredited academic programs in a personalized, cutting-edge learning environment. Forging reality from vision, Niagara University in Ontario, is evident in our track record of preparing graduates who are highly sought after, advance rapidly in their careers, and make a marked impact on their professions and within their communities. As a graduate student at Niagara University, you’ll be immersed in outstanding academic programs that emphasize one-on-one learning with accomplished faculty. Our professors are masterful teachers who adeptly combine research and theory with hands-on, practical application. This approach is a major reason why NU’s graduate degrees are well-respected on both sides of the international border — and worldwide. Today, more and more graduate students are coming to NU from around the world, which speaks to our esteemed reputation and adds to the cultural richness, international perspective and diversity of your academic experience. You’ll also have peace of mind knowing that our programs have continuously met or exceeded the highest standards of prestigious national and international accrediting agencies. Our College of Business Administration is one of less than five percent of the world’s business schools to hold accreditation from the Association to Advance Collegiate Schools of Business (AACSB) International. Our Faculty of Education is accredited by the Ontario College of Teachers (OCT), and all of our Ontario programs are recognized by the Ontario Ministry of Colleges and Universities. Rest assured, you will grow as a professional and as a person while at Niagara, for that is our mission as a Catholic and Vincentian university. We — Niagara’s faculty, staff and administrators — are here to prepare you to excel in your career and to be a change-leader in your chosen field. Thank you once again for choosing Niagara University. Welcome to our community.

Sincerely,

James J. Maher, C.M. President THE SPIRITOF NIAGARA

For more than 150 years, Niagara University has provided outstanding educational opportunities to thousands of undergraduate and graduate students from all walks of life. A Catholic, liberal arts institution founded by the Congregation of the Mission (Vincentians), Niagara is a uniquely values-centered university with top accreditations Niagara University offers quality in our academic programs, serving over 3,500 students in more than 50 fields of study. graduate programs in elementary (primary/junior) and secondary Niagara University in Ontario offers (intermediate/senior) concentrations a bachelor’s degree in teacher (Teachers College), and advanced education with programs in primary — programs in educational leadership. junior and intermediate — senior Thousands of alumni from Ontario have teacher preparation and a master’s already attended Niagara University. degree in educational leadership. These More than twenty Ontario school boards have Niagara University practicum programs are offered with written placements, with even more participating consent of the Ministry of Training, in the recruitment of graduates. Colleges and Universities. The teacher education program is accredited by the With written consent under the Ontario College of Teachers. Ontario Minister of Training, Colleges Cohort-Based Programs Enhance and Universities and accreditation by Your Learning Experience the Ontario College of Teachers for Earning Your Bachelor of teacher education programs with Teacher Education Niagara University in Ontario offers: The cohort approach takes a diverse Niagara University in Ontario offers group of students and creates a • A proven record of quality two programs leading to the Bachelor community of teacher-learners. You’ll programs in education • Full-time doctoral faculty with of Professional Studies in Teacher attend courses and field experiences extensive leadership experiences Education: with a specific group, earning your and knowledge of curriculum, degrees together in a professional Elementary Certification: assessment and policy in the Primary–Junior learning community. Extraordinarily province of Ontario noncompetitive, cohort-based learning Primary: Junior Kindergarten – • Ongoing professional learning ensures that the learning of each Grade 3 through OCT approved Additional individual will assist the learning of all Junior: Grade 4 – Grade 6 Qualifications courses. others in the group. • Programs based on current data, theory and research Secondary Certification: This model is based on the princples • Convenient on-site classes in the Intermediate–Senior of constructivism and reflective Greater Toronto Area Intermediate: Grade 7 – Grade 10 practice, which foster cooperative Senior: Grade 11 – Grade 12 learning and are consistent with These features place Niagara University research findings on successful at the head of the class. Both programs are four terms, professional growth practices. In Education at Niagara University seeks to 60 credit hours, with more than addition, the programs include a focus prepare teachers and educational leaders 650 hours of integrated practicum on literacy and the special needs of all who demonstrate the knowledge, skills field experience. All course work and learners while embedding practicum and dispositions needed to serve others and field experiences are completed experiences across all terms of study. and who embody the values and in Ontario. Candidates and professors alike practices of their respective professions. benefit from the positive and dynamic learning experience.

1 accredited by the Council for the Accreditation of Educator Preparation, The Ontario College of Teachers and has Ontario Ministerial Consent through the Ministry of Training, Colleges and Universities. The university is a member of the American Council on Education, the Association of University Evening Colleges, the College Entrance Examination Board, the Commission on Independent Colleges and Universities, the Council of Graduate Studies in the United States, the Middle Atlantic Association of Colleges of Business Administration, the American Library Association, and other organizations.

Outstanding Faculty All classes are taught by Ph.D.s or professionally qualified faculty. They are widely published in first-tier journals and have presented their research nationally and internationally. Faculty members are committed to experiential learning, often involving students in their research. In addition, many faculty members, especially in the graduate and professional Earning Your Master of Science in programs, bring extensive real-world experience to their Educational Leadership lectures and research, enriching the educational experience and providing you with valuable insights into issues affecting This 36 credit-hour master’s program is for individuals in your profession and career. Ontario and holds written consent under the Ontario Minister of Training, Colleges and Universities. Courses are offered on site in Ontario and provide advanced study in theory/research Successful Alumni of educational leadership balanced with practical application. As a Niagara alumnus, you’ll join more than 33,000 graduates The courses are taught by qualified professors from Ontario who enjoy success in a wide and varied array of careers. The with extensive school/leadership experiences and knowledge of university maintains a close relationship with alumni “best practices” in school administration. through our alumni magazine, the Eagle, keeping graduates The educational leadership program prepares candidates for informed about their university and classmates. Regional leadership roles. Classroom teachers may want to enroll in the alumni chapters across the country sponsor sports outings, educational leadership program to prepare themselves to serve golf tournaments, cocktail parties, dinners and more to help in a variety of leadership roles with their school and board you keep in touch with the greater NU community of (team leaders, chairpersons, coordinators, vice principals, alumni, faculty, friends and benefactors wherever you go. principals, and supervisory officers).

Additional Qualification Courses Niagara University supports Ontario teachers through its OCT approved Additional Qualifications courses. These courses are completely online and cover a wide range of topics. For more information go to www.https://niagarau.ca/ academics/programs/additional-qualifications/.

Academic Excellence Niagara University is accredited by the Middle States Association of Colleges and Schools. Our business programs are AACSB-accredited by The International Association for Management Education. Our programs in education are

2 TABLE of CONTENTS

Academic Calendar ...... 4 General Information ...... 5 Academic Integrity...... 14 Tuition and Fees ...... 19 Ontario Student Assistance Program (OSAP)...... 20 Facilities, Environment and Services ...... 21 Faculty of Education ...... 22 Teacher Education Programs...... 23 Educational Leadership ...... 27 Additional Qualifications...... 38 Directory...... 43 Campus Contacts ...... 46 Index...... 47 The NU Seal Foundation Congregation of the Mission (Vincentian Community) — 1856 Niagara University was founded in 1856 by the Charter Congregation of the Mission (Vincentian Fathers New York State Legislature and Brothers). The official seal of the university Chapter 190 of the Laws of 1863 - April 20, 1863 presents in symbol its history and purpose. The Chapter 92 of the Laws of 1883 - March 12, 1883 first title of Niagara University, Our Lady of Chapter 232 of the Laws of 1884 - May 3, 1884 Angels, is signified in the lower half of the coat University Status of arms by the crown, the wings and the crescent University of the State of New York - August 7, 1883 moon inscribed in a diamond. The upper half of Graduate Accreditations the coat of arms depicts wavy vertical lines Council for the Accreditation of Educator Preparation The Middle States Association of Colleges & Schools symbolizing the grandeur and power of Niagara New York State Education Department Falls. At the top of the shield, on a wreath in AACSB International purple and white (the university colors), is a Ontario College of Teachers golden eagle, indicating the location of the Ontario Ministry of Training, Colleges and Universities university atop Monteagle Ridge, overlooking Memberships the Niagara gorge. The eagle bears a purple American Association of Colleges for Teacher Education diamond displaying a silver heart, symbol of Association of Catholic Colleges & Universities Association of Independent Liberal Arts Colleges of Teacher Education Vincent de Paul. The motto at the base of the Commission on Independent Colleges & Universities shield, “Ut Omnes Te Cognoscant” (Jn 17, 3) Middle Atlantic Association of Colleges of Business Administration expresses the purpose of a Niagara University Western New York Library Resources Council education: “That All May Know You.” All degrees awarded by the university are authorized by the regents and registered with the New York State Education Department. Enrollment in other than registered or otherwise approved programs may jeopardize a student’s eligibility for certain student aid awards. This catalog is published for the faculty and the present and prospective students of the graduate Division of Education of Niagara University. The university reserves the right to make NIAGARA UNIVERSITY, NY 14109 revisions on any or all specifications contained herein and to apply such revisions to current and new students alike. The provisions in this catalog are to be considered directive in TELEPHONE: 716.285.1212 character and not as an irrevocable contract between the student and graduate division. NIAGARA UNIVERSITY IN ONTARIO: While this catalog was prepared on the basis of the best information available at the time, all 905.294.7260 information, including statements of fees, course offerings and admission and graduation requirements, is subject to change without notice or obligation.

For additional information, contact: Faculty of Education 2904 Highway, Vaughan, ON, L4K 0K4 905.294.7260, www.niagarau.ca

3 ACADEMIC CALENDAR

Fall 2020 Spring 2021 Monday, Aug. 31 Monday, Jan. 18 Classes begin Classes begin Monday, Sept.7 Monday, Feb. 15 Labour Day — Holiday Ontario Family Day — Holiday Friday, Oct. 16 Friday, March 12 Mid-term ends Mid-term ends Monday, Oct. 12 Saturday, March 13 Canadian Thanksgiving — Holiday Spring break begins after last class Tuesday, Oct. 13 Monday, March 22 Holiday Classes resume Wednesday, Oct. 14 Friday, March 26 Classes resume Last day for course withdrawal without permission Friday, Nov. 13 Last day for course withdrawal Wednesday, March 31 without permission Easter recess begins after last class Monday-Thursday, Nov. 16-19 Tuesday, April 6 Spring 2020 registration week Classes resume Tuesday, Nov. 24 Monday-Thursday, April 19-22 American Thanksgiving recess Summer and fall 2021 registration week begins after last class Wednesday, May 5 Monday, Nov. 30 Examination week begins Classes resume Tuesday, May 11 Friday, Dec. 11 Spring semester ends Examination week begins Thursday, June 3 Thursday, Dec. 17 Vaughan Commencement Fall semester ends Ontario Summer Sessions 2021 Undergraduate Session I: Monday, May 25 – Thursday, June 17, 2021 Session II: Monday, June 21 – Thursday, July 15, 2021 Session III: Monday, July 19 – Thursday, Aug. 12, 2021* Cross Session: Monday, May 25 – Monday, July 19, 2021 15 Week Graduate Session I: Monday, May 25 – Saturday, June 19, 2021 Session II: Monday, June 21 – Saturday, July 17, 2021 Session III: Monday, July 19 – Monday, Aug. 16, 2021* *Holidays: Monday, May 24, Thursday, July 1, and Monday, Aug. 2 Ontario AQ 2020-21 Calendar Fall 2020: Monday, Sept. 28 – Friday, Dec. 11, 2020 Spring 2021 I: Monday, Jan. 18 – Friday, March 26, 2021 (10 weeks) Spring 2021 II: Monday, March 29 – Friday, June 4, 2021 (10 weeks) Summer 2021 I: Tuesday, May 25 – Friday, July 2, 2021 (6 weeks) Summer 2021 II: Monday, July 5 – Friday, Aug. 13, 2021 (6 weeks) Students whose religious affiliation demands that they recognize certain days of religious observance may be absent from class, reschedule an exam or register without penalty. These days are not university holidays. Students who expect to be absent from class on these days should inform their professors in advance. Dates subject to change. 4 GENERAL INFORMATION

The University and its Mission Niagara University educates its students and enriches their lives through programs in the liberal arts and through career preparation, informed by the Catholic and Vincentian traditions.

Enabling goals As a university, Niagara prepares its students for positions of responsibility in the professions and in the broader society. Through teaching, research and service in programs of study at the baccalaureate and graduate levels, Niagara seeks to develop within its students a passion for learning.

The university’s commitment to the although the university shall abide by state The responsibility of overseeing the Catholic faith provides perspective in the and federal laws, regulations, and guidelines university’s compliance with affirmative search for truth and meaning. Catholic with regard to retirement plans and bona fide action requirements has been delegated doctrine and its moral code inspire respect occupational qualifications. Furthermore, the by the president of the university to the for the God-given dignity of every person university maintains an affirmative action director of human resources who will act and all faith traditions. Students experience program in order to promote equal as the affirmative action officer. Every the vision and reality of a gospel-based, employment opportunities and to ensure member of the university community, value-centered education. nondiscrimination in all educational however, is charged with the responsi- As a Vincentian university, Niagara draws programs and activities. All programs that bility for its realization. inspiration from St. Vincent de Paul, who implement this policy are reviewed on an organized his contemporaries to respond annual basis. For purposes of this affirmative History compassionately to people’s basic needs. action policy, the term “employment Founded in 1856 by the Congregation of the Continuing this tradition, Niagara seeks to opportunities” applies to all regular full- and Mission (Vincentians) Niagara University inspire its students to serve all members of part-time positions. Temporary student was first chartered in 1861 as a seminary. In society, especially the poor and oppressed, in positions (i.e., those temporary positions 1883, Niagara was rechartered as a university local communities and in the larger world. awarded to students because of their status as for “the instruction of youth in the learned students on a school-year basis or less) are languages and in the liberal and useful arts Overall, through its curricular and not considered “employment opportunities” and sciences.” In the years since its founding, extracurricular programs, Niagara for purposes of this policy. NU has retained this tradition of emphasis University seeks to develop the whole on both the liberal and useful arts and person, mind, body, heart and soul, for Niagara University accepts the important distinction between affirmative action and sciences while it has grown into a mid-sized the benefit of one’s personal and university of approximately 2,800 under- professional life. equal opportunity. Equal opportunity assumes that the concept of merit, which is graduates, 850 graduate students, and based solely upon a person’s ability to continuing and community education. Affirmative Action Policy perform, will govern all personnel and In January 2007, Niagara University, with Consistent with our Catholic mission, it educational decisions. is the policy of Niagara University that Ministerial Consent and accreditation by the there shall be no discrimination against Niagara University is committed to attain Ontario College of Teachers began to offer its any individual in educational or equal opportunity via affirmative action Bachelor of Professional Studies program employment opportunities because of sex, which requires specific efforts to recruit, leading to Ontario Teacher Certification. sexual orientation, race, color, creed, admit, employ, and promote members of Since then, program has graduated more national origin, age, marital status, groups previously excluded such as women, than 600 teachers. Vietnam Era or disabled veteran status, African-Americans, Hispanics, Asians and disability, predisposing genetic characteristic, Pacific Islanders, Native Americans, disabled or other categories protected by law. Also, individuals, and disabled veterans or veterans there shall be no discrimination based on age, of the Vietnam era.

5 Organization magazine features news and stories about prides itself on working directly with The university is governed by a 30-member the university community, as well as a candidates and providing specific board of trustees, of whom not more than personal message from the university individual assistance in navigating the one-third may be Vincentian priests. president. In addition, alumni are updated successful completion of applications. on the activities of their classmates through The president is the chief executive officer of the “Alumni Notes” feature. Technology the university. He is aided in administering the various colleges and schools within the It’s easy for alumni to stay in touch with The help desk serves as a central place for university by the executive vice president, Niagara University. Whether it’s on the account issues, computer issues and the vice president for academic affairs, the web at the Eagle’s Nest, in person at a general technology questions. A variety of vice president for student life, the vice chapter event, or via mail with an address hardware and software products are sold president for administration and the vice change or wedding announcement, with academic discounts and the president for institutional advancement. Niagara alumni are connected! university also partners with our The deans and directors of each college preferred vendors to offer discounted and school coordinate the educational Scholarships laptops and desktops to Niagara University students. affairs of the various undergraduate and Niagara University offers three annual graduate programs. The goals of each scholarships from its Ontario Teacher All students are given a personal e-mail college and school are in harmony with Education Fund for up to $2,000 each. account, an account to myNU (a Web- those of the university. The applications are due towards the end based personalized student portal system), of the first semester of study and the and an account to a system which allows Alumni scholarships awarded at the beginning of faculty to make course material available Niagara University’s approximately 33,000 the second semester and applied to the over the Internet. This is used both to alumni have assumed positions in virtually tuition for that semester. The applications support classroom courses and to provide every career area. The many and varied are made available online. In order to be distance-learning courses. Niagara accomplishments of our alumni are a eligible for a scholarship a student must University partners with Google to offer measure of the university’s success in have been accepted as a student or be a the full Google Apps suite to students, achieving its goal of career preparation. current student at Niagara University, and offering such services as calendars, have demonstrated academic excellence contacts, email (Gmail), Google+, Significant numbers of graduates are with a GPA of 3.0 or higher at the end of websites, and more. Students can use employed in the field of education as the first semester of study. Google Drive to store their files and teachers, administrators and counselors. collaborate in the cloud for access on A system of regional alumni chapters Office of Academic Support campus or off. exists throughout Canada to foster The Office of Academic Support Information Technology can be reached camaraderie among alumni, as well as to contributes to the growth and academic via email at [email protected]; via encourage university support. Various achievement of all students, and fosters phone at 716.286.8040; and through their social, athletic, and cultural events are their independence as learners through Web page at https://niagarau.ca/students- held throughout the year by the local developmental programs in analytical and and-alumni/student-it-services/. chapters. These events include golf critical literacy skills, academic mentoring, tournaments, cocktail parties, dinners, and support for students with disabilities. Faculty theater events and networking evenings. Niagara University’s faculty are characterized For information on chapter activities in Office of Career Services by a dedication to excellence in research and your area, call the alumni relations office Career Services seeks to provide students service. They are widely published in first-tier at 716.286.8787 or email the office at and alumni with the best possible assistance journals and have presented their research [email protected]. in developing and achieving their career nationally and internationally. objectives as they work toward the goal of Another way to find out the latest alumni All classes are taught by professionally lifelong career satisfaction. The Office events and news is the Eagle’s Nest. qualified faculty, as well as several who Career Services also facilitates internship Located on the web at www.niagara earned the highly coveted award of placements and the award of academic alumni.com, the Eagle’s Nest allows alums Excellence in Teaching. Faculty are credit for work-integrated learning. to connect, network, and update contact committed to experiential learning and information online. The latest alumni many involve students in their research. As events are always on the Eagle’s Nest and Teacher Certification Services a result, students are made aware of current alums can go there to check out who’s The Faculty of Education offers assistance practices and global issues. A strong attending or to register themselves! with the applications for processing of relationship between students and faculty is The Eagle magazine, published three times a teacher certification documents for New also encouraged through advisement which year, is another way that graduates stay York state, the province of Ontario, and is done by faculty members. informed about university activities. The other state jurisdictions. The college

6 Faculty and staff are dedicated to building Accreditation (7) Misrepresentations on application forms a better world community. They serve on All programs at Niagara University are may result in expulsion or degree national and regional boards of many accredited by the Middle States revocation. organizations. They also meet the Commission on Higher Education at 3624 rigorous standards for accreditation. Market St., 2nd Floor West, Philadelphia, Study Abroad Faculty members draw on their real- PA 19104; phone: 267.284.5000; email: Students in education programs have the world experiences in their lectures and in [email protected]. These programs are opportunity to take study-abroad trips to designing community service projects for registered by the Board of Regents of the learn program-relevant content at the study students in the Vincentian tradition. University of the State of New York to confer site. Travel usually includes a class-sized the degrees listed under the degree program grouping of students with accompanying Fields of Study section. In addition, all the programs in professors, and substantial opportunity to In Ontario, the Faculty of Education offers education are accredited by the Council for explore the history and culture of the study programs leading to an M.S.Ed. in the Accreditation of Educator Preparation site while learning the course content. This educational leadership and a Bachelor of (CAEP) in the United States. The Faculty of can be a powerful and enriching learning Professional Studies (B.P.S.) in education Education has Ministerial Consent to experience and is an option in most graduate (primary/junior and intermediate/senior). conduct courses at selected sites in the programs at NU, especially if considered at province of Ontario, Canada, from the the start of the degree study. Additional Qualification Ontario Ministry of Advanced Education and Skills Development (MAESD), colleges (AQ) Courses Transfer Credit and universities. The B.P.S. program is Niagara University has had a longstanding accredited through the Ontario College Transfer credit is allowed for graduate- tradition of offering professional develop- of Teachers. level courses taken at an accredited U.S. ment for Ontario teachers with its Master’s institution, or at an institution included in the of Science in Education: Education Leader- Association of University and Colleges for ship degree program. There are several Academic Regulations Canada (AUCC), if taken in Ontario. hundred alumni of that program currently General Regulations Courses must be documented on a graduate teaching/administering in Ontario schools (1) The university reserves the right to modify transcript, the grade must be at least a B and, — from lead teacher to principal to director its regulations in accordance with accepted in the judgment of the dean, acceptable in of education. academic standards and requirements. the student’s program. A maximum of six (2) Students are expected to acquaint credit hours may be transferred in the Niagara University is firmly committed to themselves with the university’s overall M.S.Ed. in educational leadership program. ongoing professional learning and is pleased academic policies and with the policies to provide Additional Qualifi-cation (AQ) relevant to the specific academic discipline. Graduate courses that are more than 10 courses for teachers to expand and enhance Admission years old are not acceptable for transfer their skills and qualifications and to (1) Specific admission requirements appear credit. undertake professional development in core under each program. areas as well as three-part specialist Transfer credits are not permitted for the (2) All documents pertaining to admission BPS program. qualifications for teachers who aspire to to education should be sent to the curriculum leadership roles in their schools. graduate director of education, P.O. Box 1930, Niagara University, N.Y. 14109. Classification of Students Niagara University currently offers AQ (1) Matriculated students are those who courses approved by Ontario College of (3) Applicants for nonmatriculated status are required to submit a completed have received from the dean written Teachers. All courses follow the 125-hour acceptance into a program leading to a guidelines set out by the Ontario College of application for nonmatriculated status and all undergraduate and graduate degree. Teachers. Niagara University courses will (2) Nonmatriculated students are those who be in a totally online Blackboard format. transcripts. An application fee of $30, payable to Niagara University, must are not requesting admission into any As we continue to develop more AQ accompany the application. program, or who are awaiting a decision courses, our goal at Niagara University is (4) Foreign students whose native language concerning their admission. Once to be able to support your ongoing is not English are required to submit admitted to nonmatriculated status by professional development. See page 25 for their scores on the Test of English as a the dean, they may register for courses additional information. Foreign Language (TOEFL). Test scores for which they are qualified. No more are not required for applicants seeking than six credit hours earned as a Certifications nonmatriculated status. nonmatriculant student may be applied (5) All credentials submitted for admission to any program. The B.P.S. in education leads to the certificate of qualification to teach in the primary/junior become and remain the property of the or intermediate/senior divisions. university. (6) Challenge exams are not acceptable.

7 Grading System up to 6 repeated courses in the calculation Good Standing Courses will be marked as follows: of his/her cumulative GPA. The grade Students are considered to be in good A+ 4.00 quality pts. received for the second attempt of the academic standing as long as they are A Superior 4.00 quality pts. course — for up to six courses — will be permitted by their dean to remain in A- 3.67 quality pts. calculated in the student’s cumulative school matriculated toward a degree. B+ 3.33 quality pts. GPA regardless of whether the grade is B Very Good 3.00 quality pts. better or worse than the original grade Attendance earned, not including W’s. B- 2.67 quality pts. For students enrolled in the B.P.S. C+ 2.33 quality pts. If a student wishes to repeat a course for program, regular class attendance is C Average 2.00 quality pts. which he/she has already passed and received expected. Although policies with respect C- 1.67 quality pts. credit, the student must consult with to class attendance and class participation D+ 1.33 quality pts. Financial Aid to discuss possible financial aid will be determined by the professor of D Passable 1.00 quality pts. implications. In most cases, a course for each class, these requirements do not D- 0.67 quality pts. which a student has already received credit supersede the university attendance F Failure 0.0 quality pts. cannot be used to satisfy full time status requirement. As both the university and P Pass requirements. In most cases, a student must the B.P.S. program are accredited, and as I Incomplete be enrolled in twelve or more “new” credit the expectation of these independent N Audit attempts in order to receive funding for the accreditations is that students attend W Withdrawal repeat of a course for which he/she has classes in accordance with the university S Satisfactory already received credit. definition of a credit hour, four or more U Unsatisfactory absences (equivalent to 29 percent or A student may repeat any course taken at more of the required face-to-face time Students must maintain an overall grade Niagara University, including courses which point average of 3.0 in graduate studies and scheduled) that have not been approved by the student completed before the new the instructor or for which there is no 2.5 at the undergraduate level to advance. A Repeat Course Policy became effective (May student will be subject to review if less than documentation of an accommodation that 2012) The repeated course must be repeated has been reviewed by Disability Services, satisfactory grades occur. The grade I at Niagara University and must be the same (incomplete) is used when the professor is will result in credit not being awarded for course as the one taken the first time even if the course. In accordance with policy on not prepared to give a definite mark for the it is a Special Topics course. The grade term in view of illness or some other maintaining eligibility in the BPS change can only be processed (calculated in program, this shall result in a student not justifiable delay in the completion of certain the student’s cumulative GPA) after the assignments on the part of the student. being eligible to continue in the program course has been completed a second time. and may, in turn, result in the student An incomplete must be removed within Please consult the complete policy on being placed on Academic Warning or 30 days after the beginning of the next myNU. dismissal from the program. The student regular semester or be replaced by an N may appeal a decision to the BPS Progress (no credit). Quality Point Average (QPA) Committee, and if not successful at that The grade W (withdrawal) is assigned To determine a student’s quality point level, the student may appeal to the when a student withdraws from a course average, consider each course taken at provost. The decision of the provost is after the drop/add period. Niagara University for which the student final and not subject to further appeal. has received A+, A, A-, B+, B, B-, C+, C, Courses for which a student received I, W, C- or F. Convert this mark to the Maintaining Eligibility N, S or U are not computed in the QPA. corresponding quality points given in the in the Program An overall average of B is required for preceding chart. For each course, multiply Students enrolled in the Bachelor of graduation. It is the student’s responsibility to the number of quality points by the Professional Studies (B.P.S.) program must ascertain that all requirements are fulfilled in number of semester hours assigned to that meet all the following criteria to advance in a degree program. course. (Number of semester hours are the program: indicated at the end of the course (1) Maintain an overall Grade Point Average descriptions in this catalog.) Repeat Course Policy (G.P.A.) of not less than 2.5 in each Compute the quality point average by semester of study. Successfully complete A student can use this policy to repeat a adding these products and dividing by the course taken at Niagara University that all coursework required in each semester total number of semester hours for which a of study; he/she has: student received marks of A+ to F. Courses a. Failed and not received credit (2) Maintain acceptable dispositions defined for which a student received I, W, N, S, U as a minimum score of 3 on all items of b. Previously passed and earned credit or R are not computed in the QPA. In either case, under this policy, the the dispositions instrument. Successfully student is limited to receiving credit for complete a minimum of 75 hours of field experiences in Semester 1.

8 (3) Successfully complete a minimum of 75 overall G.P.A. Students who do not meet the supersede the requirement to maintain a hours of field experiences in Semester 2. minimum G.P.A. requirement will not be minimum 2.5 overall G.P.A. Students who do (4) Achieve a minimum average grade of B- eligible to continue in the program and will not meet the minimum G.P.A. requirement or better across all required methods be dismissed from the university. Students will not be eligible to continue in the classes; who fail to achieve a minimum G.P.A. of 2.5 program and will be dismissed from the (5) Successfully complete a minimum of 50 in two semesters over the course of the program and from the university. Students days of Practicum in Semester 3. program will be not be eligible to continue in who fail two or more semesters over the (6) Successfully complete a minimum of 50 the program and will be dismissed from the course of the program will be not be eligible days of Practicum in Semester 4. university. Students must have a minimum to continue in the program and will be G.P.A. of 2.5 to be eligible to graduate from dismissed from the university. Students must PROCESS the program. Students who do not meet this have a minimum G.P.A. of 2.5 to be eligible At the end of each semester of study, requirement will not be eligible to graduate. to graduate from the program. Students who students’ progress in the program will be In accordance with the dismissal policy, a do not meet this requirement will not be evaluated by a university-appointed officer. student dismissed from the program may eligible to graduate. In accordance with the Students who do not meet one or more of appeal to the BPS Progress Committee and dismissal policy, if dismissed from the the requirements identified in the policy if not successful at that level, may appeal to program, the student may appeal to the BPS will receive through mail and university the provost. The decision of the provost is Progress Committee, and if not successful at email, from the Office of the dean in the final and is not subject to further appeal. that level, the student may appeal to the Faculty of Education, official notice. This academic dean. The final step in the process, (2) Failure to complete successfully all if necessary, is to appeal to the provost. The notice will identify the concern and the coursework appropriate next steps to be taken. decision of the provost is final and not subject At the end of each semester of study, to further appeal. OSAP the university-appointed officer reviews Students who are receiving OSAP and who student grades and the results shared with (3) Failure to achieve a minimum grade of are not meeting program requirements, the academic dean, associate dean and B- or better in each of their methods resulting in their being placed on academic chair. A student who was not successful classes warning or in more severe cases being in one or more courses at the end of the Students must achieve an average grade dismissed from the program, will be first or second semester of study will be minimum grade of B- across all required immediately reported to OSAP in accor- placed on academic warning if this is a methods classes in order to be eligible to dance with OSAP reporting requirements. first occurrence. A student who is placed continue in the program. Students who do on academic warning must successfully not meet this requirement will be placed on complete during the summer intercession academic warning and will not be permitted PROCEDURE (i.e., prior to the commencement of the to continue on to the next semester of study Students who do not maintain good standing third semester of study) the course or until a plan of action to correct the condition are subject to actions that result in a warning courses for which credit(s) were not has been submitted by the student and has and/or dismissal. awarded. Students who fail a course been approved. This requirement does not during the third semester of study may supersede the G.P.A. requirement. Overall Program Requirements apply in writing to retake the course during the fourth semester. Granting of (4) Failure to maintain acceptable (1) Failure to achieve a minimum G.P.A. of dispositions in each semester of study 2.5 in each semester of study this request will come from the chair, subject to approval from the academic a. During orientation, students will be At the end of each semester of study, student presented with Niagara University’s grades are reviewed by the university- dean or where designated by the dean, the associate dean. Otherwise, the student dispositions of good teaching (see appointed officer and the results shared with orientation handbook). It will be the academic dean, associate dean and chair. will not be permitted to graduate and will be required to retake and to complete the explained that these dispositions are Students who do not meet the minimum what the Faculty of Education expects G.P.A. of 2.5 at the end of a semester of study course or courses successfully during the summer intercession following the fourth them to exemplify in their behavior will be placed on academic warning, if this is throughout the program. a first occurrence. During the next semester semester of study. of study, a student who is placed on academic Students who fail a course during the b. In addition to the copy provided in the warning must raise his or her overall G.P.A. fourth semester of study will not be orientation handbook, students will to a minimum 2.5. This may require students permitted to graduate and will be required receive from a university-appointed to retake certain courses. Students may, in to retake and successfully complete the officer a copy of the “Statement of accordance with the undergraduate policy of course or courses following their fourth Commitment to Dispositions” which course repeats, repeat up to a maximum of semester of study. Students may, in each student is required to read, sign six courses. This policy does not supersede accordance with the undergraduate policy and return to the university-appointed the requirement to maintain a minimum 2.5 of course repeats, repeat up to a maximum officer at the end of the orientation of six courses. This policy does not session. The university-appointed

9 officer will give the results to the chair Field Placement and Practicum student must make satisfactory progress for review and placement in the (1) Failure to complete successfully a during the first practicum experience as student’s file for the duration of the minimum of 75 hours of field evidenced by the midpoint evaluation. student’s program. The dispositions experiences in Semester One Students who have been placed on academic must be adhered to regardless of Students must provide evidence of successful warning and who are not successful at the signature on the statement. completion of 75 hours of field experience midpoint of their first practicum experience during their first semester of study. Students will be dismissed from the program. Students c. All instructors will be provided with who were removed from the school at the copies of the Disposition Instructor who do not complete a minimum of 75 hours of field experience during this first semester request of the host teacher and/or a Form at the beginning of the year. representative of the school board will be New instructors and returning faculty of study will not be permitted to continue in the program until such time as they can subject to dismissal from the program. Those and instructors are to be provided with students will be required to meet with the an in-service conducted by the chair provide evidence that the 75-hour requirement has been successfully met and BPS Progress Committee to determine or designate regarding the whether they should be dismissed from the expectations for scoring. documentation of the evidence has been provided to the coordinator of field program or whether there are extenuating d. At the end of the semester, all experiences. Students who were not circumstances that should be considered by faculty/instructors shall complete and successful in their placement will be placed the committee. In accordance with the submit electronically to the depart- on academic warning. If placed on academic dismissal policy, if dismissed from the ment the evaluations for each student warning, students must make satisfactory program, the student may appeal to the BPS by class. progress during their teaching assistantship Progress Committee, and if not successful at experience. Students who have been placed that level, the student may appeal to the e. The college data person will aggregate on academic warning and who are not provost. The decision of the provost is final the data, remove faculty identifiers successful in their teaching assistantship and not subject to further appeal. and sort them according to student experience will be dismissed from the (3) Failure to complete successfully the number. Students who receive two or program. Students who were removed from more scores below the acceptable seminar aligned with Practicum in the school at the request of the host teacher Semesters Three and Four ranged are identified. The list of and/or a representative of the school board identified students and their scores Students must successfully complete the will be dismissed from the program seminar aligned with practicum during their are sent to the chair for follow through immediately. In accordance with the action. third and fourth semesters of study. Students dismissal policy, if dismissed from the who do not receive passing grades in the f. If this is a first offence, the student will program, the student may appeal to the BPS seminar in their third semester will not be receive a letter from the chair Progress Committee, and if not successful at permitted to continue in the program until a identifying the areas of concern. that level, the student may appeal to the plan of action to correct the condition has Students are then required to write a provost. The decision of the provost is final been submitted by the student and approved reflective paper that includes a plan of and not subject to further appeal. by the BPS Progress Committee. Students action to correct the behavior. The (2) Failure to complete successfully a who do not receive passing grades in the action plan must be accepted by the minimum of 75 hours of field seminar in their fourth semester will not be chair. If accepted a copy of this letter experiences in Semester Two (Teaching permitted to graduate until such time as they and action plan will be placed in the Assistantship) student’s file. Students must provide evidence of successful g. If this is a second offence, the student completion of 75 hours of field experience is required to meet with the BPS during their second semester of study. Progress Committee to discuss the Students who do not complete a minimum inappropriate behavior(s). This of 75 hours of field experience during this committee will meet with the student second semester will not be permitted to to discuss options (i.e., whether he or continue in the program until such time as she will be dismissed from the program they can provide evidence that the 75-hour or provided another opportunity to requirement has been successfully met and succeed). If dismissed from the documentation of such evidence has been program, in accordance with the provided to the coordinator of field dismissal policy, the student may appeal experiences. Students who were not to the dean, and if not successful at that successful in their teaching assistantship level, the student may apply to the placement will be placed on academic provost. The decision of the provost is warning. If placed on academic warning, a final and not subject to further appeal.

10 can provide evidence that the seminar their fourth semester of study. Students who the BPS Progress Committee to determine requirement has been successfully met. This do not complete a minimum of 50 days of whether s/he should be dismissed from the may result in a student being dismissed from practicum during this fourth semester will program or whether there are extenuating the program. In accordance with the not be permitted to graduate until such time circumstances that should be considered by dismissal policy, if dismissed from the as they can provide evidence that the 50-day the committee. Any of the following program, the student may appeal to the BPS requirement has been successfully met and conditions (see below) will be considered as Progress Committee, and if not successful at documentation of such evidence has been potential causes for termination of a that level, the student may appeal to the provided to the coordinator of field placement. This termination may be brought provost. The decision of the provost is final experiences. It is the coordinator of field forward by an associate teacher or by other and not subject to further appeal. experiences, and not the associate teacher, representatives of the school board in which who is the official professor of record in the teacher candidate is placed, or by the (4) Failure to complete successfully a charge of determining the final grade for the coordinator of field experiences as the official minimum of 50 days of Practicum in course. Students who completed the 50-day professor of record. Semester Three requirement but who did not receive passing a. Associate teacher and/or principal have Students must provide evidence of successful grades in their second practicum placements notified the Practicum Office that the completion of 50 days of practicum during may not be permitted to graduate and will be school is no longer willing to allow the their third semester of study. Students who dismissed from the program. Students who student teacher to be in the classroom. do not complete a minimum of 50 days of were removed from the school at the request b. Pupils’ progress in the school is practicum during this third semester will not of the host teacher and/or a representative of impeded by the performance of the be permitted to participate in the fourth the school board will be subject to dismissal teacher candidate due to any of the semester program practicum until such time from the program. The student will be following: as they can provide evidence that the third required to meet with the BPS Progress c. Inadequate planning; semester 50-day requirement has been Committee to determine whether he or she d. Inadequate classroom management/ successfully met and documentation of such should be dismissed from the program or discipline; evidence has been provided to the whether there are extenuating circumstances e. Lack of content knowledge; and/or coordinator of field experiences. It is the that should be considered by the committee. f. Deficiency in oral or written coordinator of field experiences, and not the In accordance with the dismissal policy, if communication skills associate teacher, who is the official professor dismissed from the program, the student g. Documented evidence indicates that of record in charge of determining the final may appeal to the BPS Progress Committee, the Niagara University teacher grade for the course. Students who and if not successful at that level, the student candidate has engaged in inappropriate completed the 50-day requirement but who may appeal to the provost. The decision of personal or professional behavior; did not receive passing grades in their first the provost is final and not subject to further h. Documented evidence indicates that practicum placements will not be eligible to appeal. the Niagara University teacher continue and may be dismissed from the candidate has engaged in ethical program. Students who were removed from (6) Practicum Requirements impropriety, in violation(s) of the school at the request of the host teacher All absences from practicum must be made community standards or policies, or in and/or a representative of the school board up to the satisfaction of the associate teacher improper professional judgments. will be subject to dismissal from the program. and the university as determined by the The student will be required to meet with the professor of record. The teacher candidate BPS Progress Committee to determine must notify the assigned school or classroom Appeal Process whether he or she should be dismissed teacher and the university supervisor in In accordance with the dismissal policy, a from the program or whether there are advance of an anticipated absence or as soon student dismissed from the program may extenuating circumstances that should be as possible on the day of an emergency appeal to the BPS Progress Committee, and considered by the committee. In accordance absence. The teacher candidate is responsible if not successful at that level, may appeal to with the dismissal policy, if dismissed from for providing all assigned lesson plans to the the provost. The decision of the provost is the program, the student may appeal to the associate teacher in advance of any absence. final and is not subject to further appeal. BPS Progress Committee, and if not Teacher candidates are required to attend Grounds for appeal for academic reasons are successful at that level, the student may all scheduled professional seminars and covered under the Academic Grade Appeal appeal to the provost. The decision of the meetings with field supervisors. and Academic Integrity policies. As such, provost is final and not subject to further appeals concerning dismissal are restricted to appeal. It is recognized that teacher candidates are the following two conditions: guests in the school, and as such, conditions • Due process was not followed (5) Failure to complete successfully a may arise which have the potential to cause • New or mitigating information which minimum of 50 days of Practicum in the placement to be terminated. Termination may relate to the initial decision to Semester Four of a placement is subject to dismissal from dismiss Students must provide evidence of successful the program. The student in such a completion of 50 days of practicum during circumstance will be required to meet with

11 Process for Appeal of Dismissal (8) The provost will review the case and New Student Orientation The name of a committee tasked with within 10 days return a decision to the Just prior to the start of the fall semester, oversight of satisfactory academic progress student, the chair of the BPC and the a special program is held to introduce and toward degree completion will be the BPS dean of the Faculty of Education. welcome new graduate students to the Progress Committee (BPC). This committee (9) The decision of the provost is final and university. Orientation connects students will be determined at the beginning of each will not subject to further appeal. with each other and provides information academic year and its responsibilities will regarding programs and services offered continue for a twelve-month period. The Graduation to students. committee will be comprised of three It is the student’s responsibility to submit members: the department chair, a college all required forms and information to the Time Limit representative appointed by the dean of the office of the dean at the beginning of the Faculty of Education, and a university All requirements for degrees must be semester in which the degree is expected completed within five years. Extensions or representative appointed by the provost. to be received. If, for some reason, the This committee will elect a chair to exceptions to the rule require permission student fails to graduate at that time, the from the dean. communicate the decision of the committee data must be reactivated by the student for to the student, the registrar, and the dean of subsequent graduation. An extension of program may be approved the Faculty of Education. by the dean based on a written request. The (1) Any appeal of a notice of dismissal will Registration time granted for the extension does not be submitted by the student to the BPS count toward determining the time spent Progress Committee (BPC) for review (1) All students must register each term in the program. within 10 academic days of the official in which courses are taken. (2) Registration takes place at the time notice. The appeal shall include an File Reactivation and Readmission explanatory cover letter and any other noted in the graduate course schedule. relevant materials the student believes All returning students must edit their Procedures will support the claim to have the profile prior to every registration The files of students who do not register decision of dismissal reversed; session. Log in to your myNU located for any courses in one to four consecutive (2) The BPC will notify the dean of the on the home page, www.niagarau.ca. semesters (summer sessions are not Faculty of Education that an appeal and (3) Certain graduate courses are open to included) are deactivated. In order for the has been filed. qualified undergraduates for student to register in a current semester, (3) The BPC will convene to hear the case undergrad-uate credit, provided the it is necessary for the student’s file to be within 10 days of notice; undergrad-uates have the approval of reactivated. their dean. Generally, this applies to (4) The student and the person given If the student has failed to register for five official oversight of the program from seniors only, and requires the written permission of the dean. or more consecutive semesters (summer which the student was dismissed shall sessions are not included), the student cooperate as needed. The committee (4) After students have registered for research direction for a thesis or a must file for re-admission into his/her may request additional information degree program. from any party when making its capstone project, they should promptly decision. consult with the departmental Below are the procedures for graduate (5) A decision will be made within 10 days chairperson concerning the assignment students to reactivate their file or request from the time when the record on of a director for the thesis or project. readmission into their degree program. appeal is complete. This decision will be Once the director has been assigned, the forwarded through official university student should take the initiative in Reactivation of Student File Procedure email by the committee chair to the arranging for regular conferences. To return his/her file to active status, the student, the registrar, and the dean of the (5) Students who wish to add or drop student must file a Reactivation and Faculty of Education; courses after registration may do so Readmission Form in order to continue (6) Any appeal of the BPC decision to during the drop/add period at the to register for courses in his/her degree uphold the dismissal may be submitted beginning of the semester. No charge program. On the reactivation form, the by either the student or the dean of the is incurred when the student drops a student should check the box labeled “file College of Education, to the provost for course before the first class meets. reactivation.” review within five university days of the Dropping one class and adding Readmission Procedure official notice. The appeal shall include another class results in no charge On the Reactivation and Readmission Form, an explanatory cover letter and any during the drop/add period. A the student should check the box labeled other relevant materials the student student should contact the Student “readmission.” believes will support the claim to have Records and Financial Services the decision of dismissal reversed. Office or relevant graduate division (7) A complete record of materials shall be office for drop/add dates. forwarded by the BPC chair to the provost. 12 Where to Obtain the Form or misleading. You must write the or research, or support staff position The Reactivation and Readmission Form is university official responsible for the (including law enforcement unit available in the main office of the college in record, clearly identify the part of the personnel and health staff); a person or which the student’s program is located in the record that you want changed, and company with whom the university has director’s office. specify why it is inaccurate or contracted (such as an attorney, auditor, misleading. collection agent or clearinghouse); a How to Process the Form person serving on the board of trustees; The completed Reactivation and Read- If the university decides not to amend or a student serving on an official mission Form should be returned to the the record as you requested, you will be committee, such as a disciplinary or director’s office. notified of the decision and advised of grievance committee, or assisting your right to a hearing regarding the another school official in performing his Transcripts of Records request for amendment. Additional or her tasks. Transcripts of academic records are information regarding the hearing available in the records office. Transcripts procedures will be provided to you A school official has a legitimate bearing the seal of the university are when notified of the right to a hearing. educational interest if the official needs to review an education record ordinarily forwarded from the records (3) The right to consent to disclosures office directly to the authorized agencies. in order to fulfill his or her of personally identifiable information professional responsibility. However, if you need an official contained in your education records, transcript, you can receive it in a sealed except to the extent that FERPA A second exception which permits envelope. Unofficial transcripts are authorizes disclosure without consent. disclosure without consent is to available online at myNU. officials of another school in which “Directory Information” is limited to: the student seeks or intends to enroll, A fee of $5 is charged for each transcript. student’s name, student’s ID number, Only written requests can be accepted. or where the student is already address, telephone listing, electronic enrolled so long as the disclosure is Transcripts will not be furnished to mail address, date and place of birth, students who have not settled all accounts. for the purpose related to the student’s photographs, major field of study, enrollment or transfer. participation in officially recognized Student Rights Under FERPA activities and sports, weight and height (4) The right to file a complaint with the The Family Educational Rights and of members of athletic teams, dates of U.S. Department of Education con- Privacy Act affords students certain rights attendance, grade level, enrollment cerning alleged failures by the university with respect to their education records. status (e.g., full time or part time; to comply with the requirements of They are: undergraduate or graduate), degrees, FERPA. The name and address of the (1) The right to inspect and review your honors and awards received, and the office that administers FERPA are: education records within 45 days most recent previous education agency Family Policy Compliance Office from the day the university receives or institution attended. U.S. Department of Education a request for access. 600 Independence Avenue, SW “Directory Information” may be Washington, DC 20202-4605 If you would like to review your released without the student’s consent. Currently enrolled students may records you must submit to the FIPPA and its Application to registrar, dean, head of the academic withhold disclosure of “Directory department, or other appropriate Information.” To withhold disclosure, Niagara University official, a written request that identifies written notification must be received Universities operating under ministerial the record(s) you wish to inspect. The annually in the records office prior to consent in the province of Ontario are university official will make arrange- Oct. 1. Forms requesting the with- covered by the www.e-laws.gov.on.ca/ ments for access and notify you of the holding of “Directory Information” are html/statutes/english/elaws_statutes_90f3 time and place where your records available in the records office. Niagara 1_e.htm, Freedom of Information and may be inspected. If the records are University assumes that failure on the Protection of Privacy Act (the Act), which not maintained by the university part of any student to specifically request supports access to university records and official to whom the request was the withholding of categories of protection of privacy. submitted, that official will advise you “Directory Information” indicates individual approval. Some key purposes of the Act are: of the correct official to whom the (1) To provide the public a right of access request should be addressed. One exception which permits disclosure to university information subject to (2) The right to request the amendment without consent is disclosure to school limited exemptions; and of your education records that you officials with legitimate educational (2) To protect the privacy of individuals believe are inaccurate or misleading. interests. A school official is a person with respect to personal information employed by the university in an about themselves held by universities You may ask the university to amend administrative, supervisory, academic and to provide individuals with a a record that you believe is inaccurate right of access to that information. 13 Niagara University in Ontario values and notified of the decision and advised of your A school official has a legitimate has long-standing practices associated right to a hearing regarding the request for educational interest if the official needs to with respect to access and privacy of amendment. Additional information review an education record in order to information which are consistent with regarding the hearing procedures will be fulfill his or her professional responsibility. FIPPA principles. provided to you when notified of the right Upon request, the university discloses to a hearing. records without consent to officials of What information is covered by the Act? another school in which a student seeks or Most records in the custody or under the (3) The right to consent to disclosures of intends to enroll. control of the university are subject to the personally identifiable information Act and the great majority of these will be contained in your education records, available if requested. Some types of except to the extent authorized through Academic Integrity records, however are specifically excluded public disclosures without consent. The Niagara University mission statement under the Act. A few other types are expresses the truth of Catholic and covered by the Act but exempt from “Directory Information” is limited to: Vincentian traditions and is given meaning disclosure to protect public concerns, student’s name, address, telephone listing, via teaching and learning activities privacy, university operations or other electronic mail address, date and place of throughout the university which foster a important interests. birth, photographs, major field of study, passion for learning, allow students to participation in officially recognized experience the vision of gospel-based activities and sports, weight and height education, inspire students to serve the Access to Academic Records of members of athletic teams, dates of poor and oppressed, and develop the It is Niagara University in Ontario’s policy attendance, grade level, enrollment status whole person. Academic honesty — being to afford students certain rights with (e.g. full time or part time; honest and truthful in academic settings, respect to their education records. They undergraduate or graduate), degrees, especially in the communication and are in keeping with the Municipal honors and awards received, and the presentation of ideas — is required to Freedom of Information and Protection most recent previous education agency experience and fulfill this mission. of Privacy Act and include: or institution attended. Academic dishonesty — being untruthful, (1) The right to inspect and review your deceptive, or dishonest in academic education records within 45 days from “Directory Information” may be released without the student’s consent. Currently settings in any way — subverts the the day the university receives a request university mission, harms faculty and for access. enrolled students may withhold disclosure of “Directory Information.” To withhold students, damages the reputation of the If you would like to review your records disclosure, written notification must be university, and diminishes public you must submit to the registrar, dean, received annually in the records office prior confidence in higher education. head of the academic department, or to Oct. 1. Forms requesting the withholding All members of the university community other appropriate official, a written of “Directory Information” are available in share the responsibility for creating request that identifies the record(s) you the records office. Niagara University conditions that support academic wish to inspect. The university official assumes that failure on the part of any integrity. In particular: will make arrangements for access and student to specifically request the (1) Students must abstain from any notify you of the time and place where withholding of categories of “Directory violations of academic integrity and your records may be inspected. If the Information” indicates individual approval. set examples for each other by records are not maintained by the One exception which permits disclosure assuming full responsibility for their university official to whom the request academic and personal development, was submitted, that official will advise without consent is disclosure to school officials with legitimate educational including informing themselves you of the correct official to whom the about and following the university’s request should be addressed. interests. A school official is a person employed by the university in an academic policy. (2) The right to request the amendment of administrative, supervisory, academic (2) Faculty members must foster a climate your education records that you believe are or research, or support staff position that is conducive to the development inaccurate or misleading. (including law enforcement unit personnel of student responsibility. They should provide guidance as to what You may ask the university to amend a and health staff); a person or company with whom the university has contracted constitutes violations of the Academic record that you believe is inaccurate or Integrity Policy and educate students misleading. You must write the university (such as an attorney, auditor, collection agent or clearinghouse); a person serving about the ethical and educational official responsible for the record, clearly implications of their actions. For identify the part of the record that you on the board of trustees; or a student serving on an official committee, such as instance, syllabi must call attention to want changed, and specify why it is the Academic Integrity Policy. inaccurate or misleading. a disciplinary or grievance committee, or assisting another school official in (3) Faculty members, furthermore, have If the university decides not to amend the performing his or her tasks. the authority and the responsibility to record as you requested, you will be make the initial judgment regarding

14 violations of academic integrity in the Cheating Destruction or Misuse of the context of the courses that they teach. Cheating is any action that violates university University’s Academic Resources They may impose sanctions up to and expectations or instructor’s guidelines for the Destruction or misuse of the university’s including failure of a course at their preparation and submission of assignments. academic resources includes but is not own discretion in cases involving a This includes but is not limited to limited to unauthorized access to or use violation of academic integrity unauthorized access to examination of university resources including policies. In cases such as alleged materials prior to the examination itself; use equipment and materials; stealing, plagiarism, it is important that faculty or possession of unauthorized materials destroying or deliberately damaging library members distinguish between an during the examination or quiz; having materials; preventing, in an unauthorized intentional violation of the Academic someone take an examination in one’s place; manner, others’ access to university Integrity Policy and a technical error copying from another student; unauthorized equipment, materials or resources; using or careless work. assistance to another student; or acceptance university equipment, materials or (4) Deans of the various colleges, with of such assistance. resources to destroy, damage or steal the the support of the associate vice work of other students or scholars. Given president for academic affairs or Plagiarism the importance of computers to the his/her designee and the chair of the Plagiarism is a major form of academic academic functioning of the university, Academic Integrity Board, are dishonesty involving the presentation of the computer usage is of particular concern responsible for ensuring that their work of another as one’s own. Plagiarism under this general heading. Violations of faculty, particularly new faculty and includes but is not limited to the following: this nature may also fall under the Code part-time faculty, are aware of the • The direct copying of any source, of Student Conduct and Judicial university’s Academic Integrity Policy such as written and verbal material, Proceedings. and of their responsibilities in this computer files, audio disks, video regard, to maintain the integrity of programs or musical scores, whether Alteration or Falsification the academic review process. published or unpublished, in whole or of Academic Records part, without proper acknowledgement Alteration or falsification of academic These efforts are supported by detailed that it is someone else’s. records includes any action that tampers guidelines and procedures that are designed • Copying of any source in whole or with official university records or to deal with violations, to maintain the part without proper acknowledgement. documents. This includes but is not limited integrity of the institution and to ensure • Submitting as one’s own work a report, to: any alteration through any means that university standards are upheld. examination paper, computer file, lab whatsoever of an academic transcript, a report or other assignment that has grade or grade change card; unauthorized Violations of Academic Integrity been prepared by someone else. This use of university documents including Violations of academic integrity include but includes research papers purchased letterhead; and misrepresentation of one’s are not limited to the following categories: from any other person or agency. academic accomplishments, awards or cheating; plagiarism; fabrication; falsification • The paraphrasing of another’s work credentials. Violations of this nature may or sabotage of research data; destruction or or ideas without proper also fall under the Code of Student misuse of the university’s academic resources, acknowledgement. Conduct and Judicial Proceedings. alteration or falsification of academic records; Fabrication, Falsification or Academic Misconduct academic misconduct; complicity; and Sabotage of Research Data Academic misconduct is any action that copyright violation. This policy applies to all Fabrication, falsification or sabotage of deliberately undermines the free exchange courses, program requirements, and learning research data is any action that of ideas in the learning environment, contexts in which academic credit is offered, misrepresents, willfully distorts or alters the threatens the impartial evaluation of the including experiential and service-learning process and results of scholarly investigation. students by the instructor or adviser, or courses, study-abroad programs, intern- This includes but is not limited to making up violates standards for ethical or professional ships, student teaching and the like. If an or fabricating data as part of a laboratory, behavior established by a course or instructor finds that a student has violated fieldwork or other scholarly investigation; program. This includes but is not limited the Academic Integrity Policy, the knowingly distorting, altering or falsifying to: attempts to bribe an instructor or appropriate initial sanction is at the the data gained by such an investigation; adviser for academic advantage; persistent instructor’s discretion. Actions taken by the stealing or using without the consent of the hostile treatment of, or any act or threat instructor do not preclude the college or the instructor data acquired by another student; of violence against, an instructor, adviser university from taking further action, representing the research conclusions of or other students; and/or actions or including dismissal from the university. another as one’s own; and undermining or behavior that violate standards for ethical Conduct that is punishable under the sabotaging the research investigations of or professional behavior established by a Academic Integrity Policy could also result another person. course or program in an off-campus setting in criminal or civil prosecution. and could damage the university’s relation-

15 ship with community partners and Student Code of Conduct Guiding Principles affiliated institutions. Violations of this Studying at Niagara University is a privilege Studying at Niagara University is a privilege nature may also fall under the Code of best safeguarded by each student’s best safeguarded by each student’s Student Conduct and Judicial Proceedings. contributed use of good judgment and contributed use of good judgment and consideration for the rights and property of Complicity consideration for the rights and property of others. The Student Code of Conduct and others. The Student Code of Conduct and Complicity is any intentional attempt to procedures is aimed to support the facilitate any of the violations described procedures is aimed to support the educational mission and Vincentian values educational mission and Vincentian values above. This includes but is not limited to: of the university and to encourage the allowing another student to copy from a of the university and to encourage the mutual respect for all community members mutual respect for all community members paper or test document; providing any and their surroundings. kind of material — including one’s and their surroundings. research, data, or writing — to another Behavior that violates university Integrity student if one believes it might be standards of conduct will be subject to Consistent, continuing truthfulness to misrepresented to a teacher or university educative action through the appropriate oneself and to others. Community official; providing information about or student conduct process. Graduate members are expected to act in a answers to test questions. Students will be expected to abide by the positively honest and ethical manner in Student Code of Conduct, university rules all aspects of the college environment, Copyright Infringement both in and outside the classroom. Copyright infringement, which is the and procedures, and all federal, state and unprivileged use of another’s original work local laws. Respect for Others of authorship, is an offense distinct from Community members are expected to plagiarism, although the two can overlap. Student Code of Conduct System respect the God-given dignity of every Copyright infringement can occur when a Statement of Purpose person regardless of religion, race, ethnicity, large amount of a work is copied (with or The Student Code of Conduct forms the national origin, gender or gender identity, without credit), if a film or song is foundation for behavioral expectations in sexual orientation, political view, physical duplicated (digitally or otherwise), or a the Niagara University community. abilities, age or intelligence. translation or sequel is created. Students Working within the educational mission who must sample significant quantities of a and Vincentian values of the university, the Respect for Surroundings work protected by copyright should Student Code of Conduct strives to instill It is a shared responsibility to respect both familiarize themselves with the academic moral and ethical values, integrity and university property and the private “Fair Use” defense to infringement to ensure respect for the human dignity of property of all community members. they are engaging in privileged activity. community members. The enforcement of Citizenship and Service Examples of copyright infringement could the Student Code of Conduct protects the Encouraging civility, care and respect for include: unauthorized downloading of an rights, health and safety of all members so individuals and responsibility to the entire movie from the Internet, even for that they may pursue their educational broader community. purposes of academic criticism; copying an goals without unwarranted interference. entire poem into a thesis; use of a Students, along with members of the Educational photograph without permission; translating faculty, administration and staff, share the The Student Conduct process is a protected work and publishing it online. responsibility for the building and educational in that sanctions will be maintaining of an environment conducive assigned in an effort to encourage Niagara University adopted a new to learning and development. behaviors that contribute to the well being Academic Integrity Policy, effective fall of campus. Sanctions will be used to semester, 2007. The complete text of the By their voluntary attendance at Niagara promote the expectations put forth by the policy, including the university’s “Academic University, students agree to comply with Student Code of Conduct. Integrity Disciplinary Procedures” is the regulations and procedures set forth by available at https://niagarau.ca/academics/ the Student Code of Conduct. It is an Students are not immune from local, state academic-integrity/. It is expected that expectation that all students read and or federal laws because of their affiliation students with familiarize themselves with understand the code. Students should with Niagara University. The university and abide by this policy. expect to be held accountable for their reserves the right to take disciplinary actions and behavior both on and off action, independent of local authorities, for Academic Freedom campus and will be afforded the violations that take place off campus that Students should review the Niagara opportunity to contribute to the review of may reflect negatively on the university. University “Policy on Ownership of their actions. When appropriate, the university will Student-Created Intellectual Property,” so advise appropriate officials when violations they can learn about this aspect of of civil or criminal law have been Academic Freedom. committed on campus. In instances where conduct violations could be actionable in

16 court, the university’s student conduct the integrity of academic and offenses of sexual harassment may be procedures will proceed normally and will employment relationships. Accordingly, issued warnings, educational and not be subject to challenge on the ground the university maintains mechanisms for community service projects, disciplinary that criminal charges regarding the same reporting and investigating instances of probation, suspension or expulsion from incident have been dismissed or reduced. alleged or apparent incidents. the university. Counseling and support is available through the counseling services Sexual harassment may be described as or campus ministry offices. Student Code of Misconduct unwelcome sexual advances, requests for This policy and procedure applies to any sexual favors and other physical, expressive In cases where a university employee is incident wherein a student is the reporting behavior of a sexual nature where: either the victim of sexual harassment or party or the accused/respondent. In the • Submission to such conduct is made the accused, a report should be filed with event a faculty member, other employee or explicitly or implicitly a term or the director of human resources campus guest is involved, additional condition of an individual’s employment (716.286.8690) for investigation. procedures and requirements may govern or education; university response; however, the protections, • Submission to or rejection of such Any employee who engages in sexual rights, and resources for students set out in conduct by an individual is used as the harassment will be subject to such this document are assured, regardless of basis for academic or employment corrective action and/or penalty as deemed whoever else is involved. Please see the decisions affecting an individual; or warranted by the university. Such action complete policy, which is available at: • Such conduct has the purpose or effect may include discipline or discharge. https://mynu.niagara.edu/mynu2/policy/doc of substantially interfering with an Sexual Assault uments/policy-Sexual-Misconduct-Policy- individual’s academic or professional Pursuant to the Ontario Human Rights 2016-2%20copy.pdf. performance, or academic environment. Code, the university: Sexual harassment threatens the • Acknowledges and adheres to the Student Complaints relationship between teacher and student or applicable provisional legislation which Niagara University is committed to the supervisor and subordinates. Through such governs sexual assault, from aggravated respectful and fair treatment of students. measures as grades, wage increases, sexual abuse to rape in the first degree. Students who believe they have not been recommendations for further study or • Encourages survivors to report cases of treated in this manner may submit a employment, promotion, or tenure, a sexual assault to the civil authorities. If grievance to the dean of students. The dean teacher or supervisor exercises a decisive the accused is found guilty, he/she faces of students will act in accordance with the influence on a student’s or employee’s the applicable penalties. university policy on student complaints. success and career both at the university and • Can adjudicate the case through the beyond. Such harassment, however, is not university judicial system, wherein the Student-Owned confined to the relationships described accountable party would face sanctions Intellectual Property previously, but may include relationships ranging from loss of privileges to university expulsion. Expulsion remains Unless otherwise provided for in a between co-workers and students at any level of the university. on the student’s permanent academic written, signed instrument, students at record. Niagara University own the copyright, An employee or student has the right to • Maintains mental health resources trademark, patent, or trade secrets raise the issue of sexual harassment without during the academic year. Campus (collectively “intellectual property”) that fear of reprisal. Management at all levels is ministers also are available for support are their original works of authorship or responsible for taking corrective action to and assistance. novel intentions. To that end, Niagara prevent such harassment in the workplace. University faculty, administration, staff, All reports of alleged sexual harassment The university is committed to updating and and students are expected to create an will be investigated by one of the university informing the campus community with environment where awareness and sexual harassment officers as dictated by respect to sexual assault cases and respect for intellectual property are the specific circumstance. Investigation will preventative measures. The following regarded as critical aspects of academic be conducted in as confidential a manner avenues are used to disseminate this freedom. Procedures to implement this as possible. Any individual filing a information: offices of the vice president for policy are available in our policy database. complaint will be advised of the results of student affairs and the dean of student affairs. the investigation and any action taken. Sexual Harassment/Assault Substance Abuse Sexual Harrassment In cases where a student is alleged to have Niagara University shares public concern Sexual harassment is a form of sex sexually harassed another NU about irresponsible drinking and the discrimination, which is illegal under the student, a report should be filed with the socially unacceptable behavior that may Ontario Human Rights Code. The office of the dean of student affairs result from alcohol abuse. The university’s university views sexual harassment as a (716.286.8566) or the assistant dean of policy pertains to all members of the form of misconduct, which undermines student affairs (716.286.8566). Students campus community and visitors. found to be responsible for committing

17 The possession, sale, use or distribution of Ontario Human Rights Code. A qualified any type of controlled substance, illicit or student with a disability is defined as one “bootleg drug” is considered a serious who can meet the admission requirements violation of the university’s disciplinary rules. for both the university and the specific Additionally, the possession, sale, use or program of study which he/she wishes to distribution of any drug-related pursue and who has a life-affecting paraphernalia is considered a violation. The disability within the meaning of the prohibition against controlled substances Ontario Human Rights Code. does not apply to those medications prescribed for the user by a physician when The purpose of accommodations and used according to directions. modifications is to reduce or eliminate any disadvantages that may exist because of an The following definitions are intended to aid individual’s disability. students in understanding this policy: Sale: Selling, exchanging, giving or Services for students with disabilities may disposing of a controlled substance to include, but are not limited to: another or offering the same. • Test modifications (e.g., extended time, separate location, readers) Use: The direct application of the • Classroom accommodations. substance whether by injection, • Liaison with faculty, local, state and inhalation or ingestion either by the user federal agencies or by another person administering the • Assistance in acquiring special substance which is not pursuant to a equipment lawful prescription or the items thereof. • Advocacy Illicit or “Bootleg”: Any substance which Individuals with disabilities seeking is not prescribed by a physician or which accommodations, adjustments, and/or cannot be bought over the counter. auxiliary aids and services must contact and provide documentation of disability to the Noncompliance with institutional policy coordinator of disability services, Seton regarding controlled substances can Hall, First Floor, 716.286.8541; kadams@ jeopardize a student’s continuing niagara.edu; or fax: 716.286.8063. attendance at the university. The sale of Documentation must be current and any controlled substance, including submitted by a qualified professional. The marijuana, will result in expulsion. Any documentation must clearly identify a involvement with controlled substances disability, its impact on the student’s current subjects students to very serious level of functioning and support the disciplinary actions. student’s request for accommodation. Depending on the disability and the type of Disability Services for assistance requested, a graduate student Ontario Students may be referred to additional university Qualified students with disabilities are service providers as needed. entitled to accommodation under the

18 TUITION and FEES

Tuition and fees are delineated below. All his/her dean stating his/her intention to Withdrawal Refund candidates in Ontario programs are withdraw. The following are refund policies Committee on Refunds required to sign a registration agreement for complete or partial (course revision) An appeal for refund of tuition may be that identifies the tuition rate. A monthly withdrawal from the university. made to the Committee on Refunds payment plan is required for candidates provided that continued attendance by in the Ontario programs. Current rates Complete Withdrawal The refund will be based on the number of the student is made impossible by reasons may be obtained from the appropriate of serious illness (supported by a doctor’s director or the Office of Student Accounts. weeks remaining in the semester at the date of withdrawal. No refund will be granted certificate) or by changes in conditions of after 60 percent of the enrollment period has the student’s employment (supported by Fees 2020-2021 passed (nine weeks). A $100 administrative the employer’s certificate) or other Per Credit Hour fee as provided by law will reduce the emergencies which, in the opinion of the Master’s of Science in Education calculated refund. If a student registers for a committee, are clearly beyond the control Educational Leadership ...... $460 (CAD) class, does not attend or drop the course, an of the student. Bachelor of Professional automatic administration fee will be charged An application for refund may be filed in Studies...... $535 (CAD) up to $500, if the student subsequently person or by mail in the records office and requests to have the course backdated. The must be made in writing on the form Additional Qualifications.....$710 (CAD) percent refunded shall be applied to tuition, provided for that purpose. If the student semester fees, room and board. Additional Qualifications — dicounted is prevented by illness or distance from price for NU graduates ...... $640 (CAD) The student officially withdraws from a obtaining the regular form of such semester-long class: application, he/she should address a letter Arrangements are available for all Week Refund to the records office indicating the candidates to pay their tuition fees online Week one ...... 100% courses to be dropped and carefully using Visa and MasterCard credit cards. Week two ...... 80% explaining his/her reasons, together with Week three...... 60% supporting certifications. Payments Week four ...... 40% The board of trustees of Niagara Week five ...... 20% Additional Information University reserves the right to alter the After Week 5...... 0% The board of trustees of NU reserves the schedule of fees. All fees are payable each right to alter the schedule of fees. session in advance or by an authorized If a student withdraws from an accelerated class with eight or fewer classes: Payments are to be made monthly by payment plan. Information regarding a money order or credit cards payable to payment plan is available in the student Number of Classes Refund First class ...... 100% Niagara University. Please refer to your accounts and financial aid offices. program information for additional Payments can be made by cash, check, Second class...... 40% Third class ...... 0% information. Failure on the part of any money order, Visa, MasterCard or student to settle any outstanding account Discover. All amounts due are payable in Course Revision in full may prevent that student from Canadian funds. Failure on the part of any If a student should decide to withdraw from receiving academic credit, professional student to settle his/her account could a course after the drop/add period and add certificates, transcripts of records, prevent him/her from attending classes; another course, he/she will be refunded for recommendations, or any degree. making schedule changes; taking final the course dropped according to the examinations; or receiving academic following schedule and will be charged the Financial Liability credit, professional certificates, transcripts full hourly tuition rate for the course added. of record, recommendations, or a When a student registers it is understood that diploma. Any known financial awards Course Revision Refund he/she will pay in full all charges assumed at appear as deductions from the amount During drop/add period...... 100% registration. Failure to attend classes does not due. Students are responsible for the First week after drop/add period...... 90% alter the charges or entitle the student to a payment of variances due to a reduction Second week after drop/add period..80% refund. Students will not be permitted to in actual awards. Third week after drop/add period.....60% receive their final official transcripts or Fourth week after drop/add period.....40% diploma unless their student account is satisfied in full. In the event that Niagara Refund of Tuition Fifth week after drop/add period ...... 20% Sixth week after drop/add period...... 0% University has to hire a collection company A student officially withdraws from the university when he/she writes a letter or sends an email from their Niagara email account to

19 or attorney to collect delinquent accounts, the student must reimburse Niagara University for reasonable collection fees, or attorney fees and court costs.

Ontario Student Assistance Program (OSAP) Students enrolled in the Bachelor of Professional Studies in Education Program may be eligible, if qualified, for loans, grants, or awards granted under the Ontario Student Assistance Program (OSAP). Online application is recommended as there are no application fees; website (osap.gov.on.ca) is available 24 hours a day, and students can get an on-the-spot estimate of the amount of funding they may receive. For complete details, access the OSAP website at osap.gov.on.ca.

OSAP Repayment Policy The amount of OSAP that a student must repay is determined via the OSAP Formula for Return of OSAP funds. A repayment may be required when cash has been disbursed to a student in excess of the amount of aid a student earned during the term. If more OSAP aid was disbursed than was earned, the amount of OSAP aid that must be returned is determined by subtracting the amount earned from the amount actually disbursed. The responsibility for returning unearned aid lies with the student.

20 FACILITIES, ENVIRONMENT and SERVICES

Identification Cards Borrowing Materials Fax Service Students in the B.P.S. program are expected The library’s collection consists of 200,000 The library can send or receive your to carry their ID cards with them at all books and 28,000 periodical titles in print personal faxes up to 10 pages in length. times. The on-line process for obtaining an and electronic formats that support your research needs. Your university ID card is Hours: ID card is outlined in registration materials School Year: provided to accepted students. The first your library card, and you may borrow and keep out 25 books at a time. If you Monday–Thursday: 8 a.m.–Midnight card is free, and any subsequent card Friday: 8 a.m.–8 p.m. requested will be charged a minimal fee. need books that the library owns, you can visit the library in person or fill out the Saturday: 10 a.m.–5 p.m. Loss of an ID card or any problems with one online request form. We will deliver the Sunday: Noon–Midnight should be immediately reported. Temporary book to you at your Ontario location. cards are not issued. Replacement fees for a Summer: card are nonrefundable. However, if Interlibrary Loan Monday–Thursday: 8 a.m.–9 p.m. students find their original cards, they and Document Delivery Friday: 8 a.m.–4 p.m. may have them reactivated free of charge. All enrolled students can request books Saturday: 10 a.m.–4 p.m. from the NU library collection. Remember, Sunday: Closed you can use local Canadian public libraries Library as an additional resource to obtain For more information, please call Students in the Ontario program have full materials not available from the NU library 716.286.8000 or visit our website at access to Niagara University’s library collection. If you need an article from a https://niagara.libguides.com/ontario. through myNU. journal, we will photocopy it from our print Research Assistance collection. If we don’t own it, we will obtain If you need immediate assistance, such as a copy from another institution and have it obtaining passwords to get into NU delivered to you via email. databases from off campus, you can contact the library reference desk by sending an e-mail to [email protected] or by calling 716.286.8022 to speak to the reference librarian personally. Reference librarians are on duty all hours the library is open. Do Research 24/7 From Your Home or Office The library provides remote access through the World Wide Web to most of its databases, which means you can access millions of magazine, journal and newspaper articles.There are many research resources including databases with access to full-text, scholarly journal articles and quality websites specific to your major and program within the library databases. If you need an article from a journal, we will photocopy it from the print collection, or if we don’t own it, we will obtain a copy from another institution and have the article delivered to you via email, to your Ontario location, or by mail to your home.

21 FACULTY of EDUCATION

Chandra Foote, Ph.D. Mission and language of individuals.) Grounded in Dean, Faculty of Education Purpose Dewey's progressive educational philosophy, To develop skilled, ethical professionals predicated on the learning theories of Piaget Rob Leone, Ph.D. and Vygotsky, and furthered through the Associate Dean who advocate for positive change by learning, leading, and serving all research of such modern leaders as Darling- Faculty members of society, especially those who Hammond, Shulman, Gardner, Perkins, and Christian Elia, Ph.D. are disadvantaged or marginalized. Danielson, this perspective drives us to place Chair the prior knowledge and experiences of Guiding Values students at the core of our practice and Carmen Cicchello (1) Vincentian tradition of Niagara facilitate their development through Coordinator of Field Placements University: We are inspired to serve all meaningful exploration. Ru Ramjee members of society, especially those living OSAP Coordinator in poverty and oppression, in local Evidence-Based Best Practice Throughout our programs, we emphasize Carmela Vitale communities and in the larger world. that professionals are most effective when Assistant Director (2) Constructivist practice: We consider the experiences, values, and multiple they integrate the best available research identities of the individuals we serve as with pedagogical and clinical practice. Admission Requirements the foundation from which to facilitate Practitioners, therefore, in their design and Submit your application and all learning and development. implementation of effective programming, application materials in one packet to: (3) Evidence-based best practice: We should draw from the extant research base Niagara University in Ontario implement practices and strategies drawn and implement their own field based Graduate Education Office from the best available research and data evaluations of program appropriateness Academic Complex, Room 225, generated within our own professional and efficacy. This data-based decision- P.O. Box 1930 contexts. making integrates the fullest range of Niagara University, N.Y. 14109 (4) Reflective practice: We promote self- evidence that should be considered in order (1) Niagara University in Ontario assessment, peer-assessment, and critical to promote and enhance effective outcomes graduate education application. examination of the efficacy of one’s own within a profession or discipline. (2) Two references from individuals in practice as essential for the continuous administration describing your Reflective Practice improvement of all professionals. Self-assessment, peer-assessment, and critical leadership skills, abilities and (5) Professional Commitment and potential in sealed envelopes with the examination of the efficacy of one's own Responsibility: We demonstrate dedication practice are essential dispositions for all referee’s signature across the seal. and accountability to our respective (Please use the Niagara University professionals. Pedagogy that poses problems professions through professional, rather than transmits content encourages reference form.) passionate, lawful and ethical behaviors. (3) Official transcripts of all colleges and reflective thinking and doing. Reflection (6) Professional Relationships: We main- and metacognition enhances our own universities attended in a sealed tain high expectations for ourselves, our institution envelope. professional practice, and encourages these colleagues, and those we serve, while practices among others. (4) Statement of Intent. Two-page, respecting diversities of background, double-spaced, typewritten statement experience, opinion and perspective; and Faculty members in the college seek to discussing your philosophy of working collaboratively to support one extend and promote these dimensions educational leader-ship, professional another. through modeling related pedagogical goals, objectives, strengths, and practices and instilling in our candidates weaknesses. Conceptual Framework a desire to promote such practices in their For Master of Science in Educational The Conceptual Framework for the professional lives. Leadership program only, an individual Faculty of Education embraces three interview with the program director is dimensions as follows: Advisement required. Please schedule an interview with Student-Centering Through Upon application to a degree program, the program director at 905.294.7260. Constructivist Practice the applicant is immediately assigned an ***For students whose native language is not English, This orientation is based on the belief that adviser. Students should meet with the scores on the TOEFL are required. For the Internet- knowledge is created and developed by assigned adviser to plan the courses that based TOEFL iBT, Niagara University requires a total learners and is influenced by experiences, will be acceptable in the degree program. score of 103, with scores of at least 23 in listening, 24 in values and multiple identifies (e.g., race, class, Courses taken outside of this advisement reading, 28 in writing, and 28 in speaking.*** culture, gender, nationality, exceptionality, procedure may not be credited toward the applicant’s degree program. 22 TEACHER EDUCATION PROGRAMS

The Bachelor of Professional Studies (B.P.S.) • Professional Practice. The Ontario in teacher education offered by Niagara curriculum and professional practices University in Ontario is consistent with and in teaching emphasize the importance reflects the Ontario College of Teachers’ of teachers addressing the needs of all Standards of Practice for the Teaching learners as found in a multicultural Profession (the Standards) and the Ethical pluralist society. During the methods Standards for the Teaching Profession. The courses and methods assistantship, program itself is based on best practice emphasis is placed on overall and research and provides a forum and context specific expectations as they align with for faculty and teacher candidates to content specific methods courses. contribute to the knowledge base of the • Leadership in Learning Communities. profession. As a professional degree, the Throughout the program in all phases program emphasizes the importance of of field experiences and in the student integrating theory into practice. Candidates teaching practicum, candidates learn that effective teaching is based on collaborate with their colleagues and sound research and that as reflective other professionals, with parents/ practitioners who consistently seek to guardians and with other members of improve themselves, they need to continually the community to enhance school seek out new approaches to teaching. programs and student learning. • Ongoing Professional Learning. The The Standards and Program Goals program incorporates the need for The Bachelor of Professional Studies teachers to be lifelong learners (B.P.S.) in teacher education is consistent who continually strive to improve with and reflects the Ontario College of themselves as a means of better Teachers’ Standards of Practice for the serving the needs of their students. Teaching Profession (the Standards) as These standards are reflected in the 10 evidenced through the alignment with goals of the program. The abilities and the Standards to the conceptual experiences of teacher candidates are framework of the college, the course documented in their program portfolio embedded requirements outlined in which requires evidence of successful course syllabi, and the 10 program goals. implementation of learning, a theoretical Although the Standards are holistically rationale for why a particular practice did enveloped throughout the content, and or did not work, and a reflection detailing pedagogy of the program each course is personal growth and how they believe the opportunities that are adapted to diverse aligned to one of the Standards: experience would impact their future • Commitment to Students and to learners. practices. The following program goals (4) The teacher candidate understands and Student Learning. The commitment are achieved through the combination of to student learning begins with our uses a variety of instructional strategies course work, practicum experience, and to encourage students’ development of conceptual framework which seeks on-going assessment: to promote service to the greater critical thinking, problem solving, and (1) The teacher candidate understands the performance skills. community and in particular to central concepts, tools of inquiry, and those less fortunate and in need. The (5) The teacher candidate encourages an structure of the discipline he or she understanding of individual and group commitment extends throughout teaches and can create learning courses required field experiences. motivation and behavior to create a experiences that make these aspects of learning environment that encourages • Professional Knowledge. The teacher subject matter meaningful to students. candidates’ ability to understand and positive social interactions, active engage- (2) The teacher candidate understands how ment in learning, and self-motivation. apply to their teaching Ontario law children learn and develop, and can and policy, foundational knowledge of (6) The teacher candidate uses knowledge of provide learning opportunities that effective verbal, nonverbal, and media content, and research in pedagogy is support their intellectual, social and emphasized during the first term of communication techniques to foster active personal development. inquiry, collaboration, and supportive study in the program. Required course (3) The teacher candidate understands how work emphasizes foundational interaction in the classroom. students differ in their approaches to (7) The teacher candidate plans instruction knowledge including a wide array of learning and creates instructional researchers and educational theory. based on knowledge of subject matter,

23 students, the community, the overall and serve to extend the standards across • Portfolio requirement specific curriculum expectations, and courses and field experiences. All teacher Schedule of courses: achievement chart (planning candidates are provided with a copy of • Five courses (15 credit hours) in first courses and assessments). these dispositions and the respective semester (8) The teacher candidate understands and observable indicators. The candidate • Five courses (15 credit hours) in second uses formative and summative keeps one copy and signs and returns a semester assessment strategies to evaluate and second which is kept on file. • Four courses (15 credit hours) in third ensure the continuous intellectual, social, and fourth semester (practicum and physical development of the learner; At the end of each term of study, candidates are evaluated by all members semesters with each practicum = six and implements assessment in credit hours) accordance with the expectations of the faculty on these dispositions. delineated in the achievement charts. Identified issues related to the Ethical Primary/Junior Sequence (9) The teacher candidate is a reflective Standards and program dispositions may Semester one: Foundations practitioner who continually evaluates result in a plan of intervention for (15 credit hours) the effects of his/her choices and actions continuing enrollment in the program. EDU 423 Foundations and Legal Principles on others (students, parents/ guardians, of Education in Ontario and other professionals) and who Required Field Experiences EDU 430 Methods of Teaching in the actively seeks out opportunities to grow Teacher candidates apply theory in Primary/Junior Division professionally. practice throughout the program by EDU 436 Human Development, (10) The teacher candidate fosters fulfilling requirements along a continuum Learning and Motivation relationships with school colleagues, of practical experiences. These EDU 439 Teaching Students with parents/guardians, and agencies in the larger experiences begin with observations and Special Needs community to support students’ learning small group lessons, lead into the EDU 448 Foundations of Literacy and well being. application of methods to actual teaching Instruction practice, and culminate in full-time Semester two: Methods The program goals are achieved through teaching during the practica. Teacher (15 credit hours) the combination of course work, practicum candidates complete 75 hours of field EDU 431 Methods of Teaching experience, and on-going assessment. experience in the first term of the Math/Science in the Primary/ program. A pair of two-week placements, The program is also consistent with and Junior Division called Teacher Assistantships, in the reflects the Ontario College of Teachers EDU 432 Methods of Teaching Health/ P.E. second semester resulting in 18 full days Ethical Standards for the Teaching and the Arts in the Primary/ prior to the student teaching (practica). Profession (Ethical Standards) — standards Junior Division These field experiences are tied to course of care, respect, trust, and integrity. This EDU 433 Methods of Teaching Social work, organized by program faculty and occurs through the conceptual framework Studies and Language Arts in the staff, and supervised by associate teachers of the program and the integration of Primary/Junior Division and university supervisors. professional dispositions. EDU 451 Assessment of Learning EDU498 Instructional Technology The conceptual framework of the Primary/Junior Division program is based on the Vincentian (Junior kindergarten to grade 6) Semester three: Practicum mission of the university. Our teacher (15 credit hours) candidates, therefore, are introduced to For individuals who are not certified teachers, this 60 credit-hour program leads EDU 417 Professional Seminar in the high ethical standards of the Primary/Junior Education profession through the mission of Niagara to initial certification in primary/junior education in Ontario (junior kindergarten- EDU 425 Methods and Materials in University — this occurs through both Early Learning course work and learning experiences in grade 6). Upon completion of this program, graduates will hold a Bachelor of Professional EDU 447 Primary/Junior Practicum I the field which include preservice field (six credit hours) Studies degree in teacher education. placements in the foundations term, EDU 495 Introduction to Educational Prerequisites: teacher assistantship placements during Research and Statistics the methods term and student teaching • Baccalaureate degree with sufficient during the final term of study. content core and liberal arts and sciences Semester four: Practicum studies (15 credit hours) Teacher candidates are expected to • Ability to pursue full-time study with EDU 449 Primary/Junior Practicum II demonstrate three core dispositional day and evening courses each week EDU 490 Professional Seminar in values: professional commitment, • Other admissions criteria stated elsewhere Primary/Junior Education professional relationships, and critical Program requirements: Two electives*: thinking and reflective practice. The • Field experiences: 75 clock-hours in EDU 420 Foundations of professional dispositions are directly first semester, 75 clock-hours in 18 full Catholic Education aligned with the Ethical Standards and days in the second semester

24 EDU 428 Equity, Diversity Semester two: Methods International Languages – Spanish and Inclusion (15 credit hours) Mathematics EDU 455 Assessment of Students EDU 451 Assessment of Learning Politics with Special Needs EDU 452 Middle Childhood Philosophy Religious Education EDU 476 Language Arts Integration and Practice Science – Biology *Three additional electives to be determined EDU 459-466 Specific Content Methods Science – Chemistry Intermediate/Senior Science – General Catholic candidates who wish to teach in (two required) Science – Physics a catholic school board are required to EDU 498 Instructional Technology Social Sciences – General take the Foundations of Catholic Visual Arts Education pre-service course, EDU 420. Semester three: Practicum (15 credit hours) EDU 418 Professional Seminar in Portfolio Assessment Intermediate/Senior Division Intermediate/Senior Education Teacher candidates are required to (Grades 7 to 12) EDU 428 Equity, Diversity and Inclusion complete a comprehensive portfolio that For individuals who are not certified EDU 440-446 Intermediate/Senior is designed to assess the 10 program goals teachers, this 33 credit-hour program leads Practicum — content specific and the Standards of Professional to initial certification in intermediate/senior (six credit hours) Practice. During each term of study, education in Ontario (grades 7–12). Upon EDU 495 Introduction to Educational teacher candidates successfully complete completion of this program, graduates will Research and Statistics one entry for each Standard of hold a Bachelor of Professional Studies Professional Practice aligned to each of degree in teacher education. Semester four: Practicum their core courses. Portfolio submissions Prerequisites: (15 credit hours) are assessed by members of the faculty • Three- or four-year bachelor’s degree EDU 440-446 Intermediate/Senior with feedback provided after each with sufficient concentration of studies Practicum — content specific submission. Candidates have a maximum to teach in two teachable subject areas (six credit hours) of three attempts to successfully complete • Ability to pursue full-time study with day EDU 491 Professional Seminar in the submission (pass or fail). The and evening courses each week Intermediate/Senior Education portfolio requirement includes a • Other admissions criteria stated Two electives*: reflection as well as evidence of meeting elsewhere EDU 420 Foundations of the goal (artifacts). In order to successfully Program requirements: Catholic Education complete the program, all candidates must • Field experiences: 75 clock-hours in first EDU 455 Assessment of Students with satisfactorily complete the comprehensive semester, 75 clock-hours in second Special Needs portfolio. Portfolio submissions are semester EDU 476 Language Arts Integration completed electronically through the use • Portfolio requirement of Chalk and Wire; an on-line electronic *Three additional electives to be determined assessment and portfolio storage tool. Schedule of courses: • Five courses (15 credit hours) in first Catholic candidates who wish to teach in Student Teaching Practicum semester a catholic school board are required to • Five courses (15 credit hours) in second take the Foundations of Catholic Students will be assessed on their semester Education pre-service course, EDU 420. readiness for the student teaching • Four courses (15 credit hours) in third practicum. Based on this assessment, the and fourth semester (practicum Teachables for: student teaching practicum may be semesters with each practicum = six Intermediate/Senior Education delayed until the student is ready. credit hours) Business Studies – Accounting In order to student teach, students are Business Studies – Entrepreneurship Intermediate/Senior Sequence required to have at least a B in methods Business Studies – General courses, passed each of the portfolio Semester one: Foundations Business Studies – Information and (15 credit hours) standards, completed all field experience Communication Technology hours, and achieved an overall Q.P.A. of 2.5. EDU 423 Foundations and Legal Principles Computer Studies of Education in Ontario Dramatic Arts Student teaching consists of a 20-week, EDU 436 Human Development, Learning Economics full-time teaching experience. Teacher and Motivation English candidates complete a pair of ten-week EDU 439 Teaching Students with French as a Second Language placements that are evaluated by an Special Needs Geography associate teacher (who is a member in EDU 448 Foundations of Literacy History good standing with OCT) and a Instruction International Languages – Italian university supervisor. EDU 460 Methods of Teaching in the Intermediate/Senior Division 25 The practicum is a comprehensive (2) That as a teacher candidate, students (6) Many school boards insist that the experience that requires the student’s are required to provide a Criminal Criminal Record Check includes a exclusive attention. During the practicum, Record Check that is satisfactory to section that allows the police to screen students are encouraged to register for only the district board in which he or she for contacts with the Police Service six credit hours (the student teaching will be placed prior to the under the Mental Health Act and that practicum, three credit hours; and the commencement of any duties and it is this will be on the “Consent to professional seminar, three credit hours), the responsibility of the student to Disclosure Form.” and, if possible, not to work. It is to the familiarize himself or herself with the student’s advantage that his/her practicum specific procedures and protocols for (7) It is the student’s responsibility to receives the best possible evaluation. The the district board in which the meet WSIB Health and Safety methods class and student teaching are placements will occur. training requirements by completing available only to students who have the Ministry of Labour’s worker matriculated full time into the teacher (3) That the Criminal Record Check must awareness training webinar/video at education programs. meet all the conditions outlined www.labour.gov.on.ca/english/hs/trai below: ning/workers.php. Upon completion Teacher candidates must successfully • It must have been completed by a of the training, a certificate of complete the practicum in order to police service within the preceding completion will be generated to be complete the program, receive their degree six months. presented at host school boards. (B.P.S.) and be recommended to the Ontario College of Teachers for the • It must include a Vulnerable Sector (8) The process is dictated by where the certificate of qualifications. Screening (VSS) including a search student lives and/or by the require- of the pardoned Sex Offender ments of the hosting school boards Database. where the student will be placed. Police Check According to the Criminal Records Act a • It must be an original and must be Vulnerable Sector Screening must be accepted as valid by your board performed for a position, whether paid or until the end of the student’s volunteer, when that position is one of specific placement. authority or trust relative to those persons (4) That it is the student’s responsibility under the age of 18. Therefore, it is to ensure that the above conditions imperative that all students understand are met and that any cost related to and comply with this requirement. Please obtaining the Criminal Record note that this requirement is aligned with Check is solely the responsibility of the following and failure to meet the the applicant. program may jeopardize a student’s ability to successfully complete the program. (5) That the police check must be obtained from the Police Service that Field experiences (Impact, Teacher is responsible for the area in which Assistantship, and Practicum) are all the student is a resident and that requisite parts of the Niagara University depending on the police department Teacher Education program and students the process may take up to six weeks. must successfully complete each phase in In order to avoid delay with order to maintain eligibility in the program. placements students should apply as (1) In order for a student to participate in soon as possible as the student may Field Experiences, all School Boards not begin a placement until such a of Education in Ontario require that time as he or she has completed the the student present to them a “Full process and submitted the required Disclosure Vulnerable Sector Criminal Full Disclosure Vulnerable Sector Record Check” and “Health and Criminal Record Check to the Safety Certificate”. school board.

26 EDUCATIONAL LEADERSHIP

Master of Science in Educational EDU 694 Administrative Internship Leadership — Ontario Two electives in educational administration The M.S.Ed. in educational leadership has *Fulfills requirement for course in another discipline been offered in Ontario, Canada, with ministerial consent since 1984. It is offered Further Requirements to Ontario candidates who wish to pursue Pass Administrative Internship leadership positions and receive a master’s Pass Comprehensive Exam degree, and in collaboration with public Total Graduate Hours 36 and Catholic Greater Toronto area boards and additional sites. This program does not Requirements for the lead to New York state certification. Completion of the Educational EDU 528 Multicultural Education* Leadership Program EDU 595 Introduction to Educational The program requires the completion of Research all program courses, passing of the EDU 615 Educational Leadership written comprehensive examination, and EDU 649 Capstone for the School successful completion of the internship. Building Leader Six credits from other universities may be EDU 632 The School Principalship accepted into the M.S.Ed. program EDU 635 Ontario School Law provided the credits have been earned at EDU 644 Instructional Supervision an accredited institution and carry a EDU 645 Curriculum Planning: grade of B. The study for which the Design, Implementation credits were earned must fulfill program and Evaluation requirements. EDU 684 Research in Educational Leadership

27 Course Descriptions psychology, sociology, multiculturalism, children to never before realized levels of EDU 228 Multicultural Education economics, and ethics) are the bases upon cognitive development. This course examines the theories and which Western educational practices are Candidates will examine their own preset practices of multicultural education which built. Course experiences will involve notions of what teachers do and what for are presented as central to teaching and candidates gaining knowledge with which them meant effective teaching. Against learning, not as marginal or added on to the to analyze the effects of these educational their metacognitive framework based “regular” curriculum. Study of multi-cultural foundations on the school experience in upon their own previous 15 plus years as concepts (e.g., inclusion, accurate the past and present. Candidates will use students observing teachers, candidates representation, multiple perspectives, their evolving foundational framework to will begin to formulate their own new idea indigenous scholarship) will reveal how examine educational paradigms, theories, of how to be an effective teacher. diverse knowledge bases have been and practices that either strengthen and Candidates will do this by viewing student historically muted in educational and other expand the democratic possibilities of learning within a constructivist discourses. In order to avoid replicating this schooling or maintain the current framework emphasizing the knowledge exclusionary practice, prospective teachers correspondence between educational and experience that they bring to the will explore ways in which students’ (and success and students’ socioeconomic and classroom and how to build on that their own) multiple identities are embedded cultural identities. Candidates will be knowledge. in teaching and learning that accurately required to participate in a preservice Candidates will learn how to implement represents diverse knowledge bases. Such an practicum placement. Failure to complete the Ontario expectations, assess student approach is multicultural and therefore 75 hours of preservice practicum learning, and understand how emancipatory because it encourages placement will result in a failing grade for technology enhances the development of students to become thinkers and producers the course. student knowledge. Candidates will learn of knowledge-practices that increase — three credit hours how to develop lesson plans across the curriculum that will engage learners of students’ opportunities and life chances. EDU 425 Methods in Early Learning — three credit hours diverse backgrounds and needs. Portfolio This course is designed to examine entries will continue to evolve as EDU 417 Profrofessional Seminar theories, resources and design principles candidates evidence their growth in Primary/Junior for creating programming to facilitate developing lesson plans. Division II children's development and early During the second semester of study, This seminar is designed to provide the learning. Program and activity planning candidates will be required to complete primary junior teacher candidate with to promote physical, cognitive, social, and two 9-day placements in the schools for knowledge and understanding of those emotional development through the field experiences. Failure to complete the competencies that are essential to observation and assessment of children's two preservice practicum placements will successful teaching and student learning. development, interests and family and result in the candidate receiving a failing The course will address aspects of cultural context will be examined. grade for the course. knowledge and skills which link both — three credit hours — three credit hours course work and the practicum. EDU 428 Diversity, Equity — three credit hours EDU 431 Methods of Teaching and Inclusion Math, Science in the EDU 418 Professional Seminar This course examines the theories and Primary/Junior Division Intermediate/Senior practices of equity and inclusive This course defines the scope and sequence Education education which are presented as central of the Ontario primary/junior curriculum This seminar is designed to provide the to teaching and learning, and not in the core areas of mathematics, science, intermediate senior teacher candidate marginal or added on to the ‘regular’ and the developmental learning of students with knowledge and understanding of curriculum. in grades K-6. Prospective teachers will those competencies that are essential to — three credit hours view student learning within a successful teaching and student learning. EDU 430 Methods of Teaching in the constructivist framework emphasizing the The course will address aspects of Primary/Junior Division knowledge and experience that they bring knowledge and skills which link both This course is designed to provide teacher to the classroom and how to build on that course work and the practicum. candidates with the knowledge, skills, and knowledge. Prospective teachers will learn — three credit hours affective dispositions necessary to plan, how to implement the math, science and EDU 423 Foundations and Legal deliver and assess effective standards-based technology curriculum as delineated in the Principle of Education learning experiences for students in grades Ontario Expectations, assess student in Ontario K-6. The goal is to prepare candidates for learning, and understand how technology This course is a reflective examination of careers as successful teachers in the enhances the development of student the educational system in Ontario, its changing world of school that is now knowledge in the area of math and science. laws, and the ways in which diverse marking the Western pluralist democratic Candidates will also develop lesson plans disciplines (e.g., history, philosophy, societies’ attempts to educate all of its across the curriculum that will engage

28 learners of diverse backgrounds and needs. knowledge in these core areas. Candidates EDU 440-446 Intermediate/Senior Candidates will be required to participate will also develop lesson plans across the Practica I in a teaching assistantship practicum. curriculum that will engage learners of This field experience is designed to enable Failure to complete 75 hours of teaching diverse backgrounds and needs. Candidates teacher candidates to develop competence assistantship practicum will result in a will be required to participate in a teaching in teaching adolescents in the failing grade for the course. assistantship practicum. Failure to intermediate/ senior classrooms. Teacher — three credit hours complete 75 hours of teaching assistantship candidates are expected to demonstrate practicum will result in a failing grade for attitudes, know-ledge and skills essential EDU 432 Methods of Teaching the course. to effective teaching consistent with Health/P.E. and the Arts — three credit hours Ontario curriculum expectations. Teacher in the Primary/Junior candidates will develop their final showcase Division EDU 436 Human Development, portfolio throughout the semester in This course defines the scope and sequence Learning and Motivation conjunction with the professional seminar. of the Ontario primary/junior curriculum This course is designed to introduce the Teacher candidates are supervised by an in the core areas of health/P.E. and the arts prospective teacher to the theories of experienced associate teacher and the and the developmental learning of students human learning, development, and university supervisor. in grades K- 6. Prospective teachers will motivation and the applications of these — six credit hours view student learning within a theories in the learning environment. constructivist framework emphasizing the Each of the developmental stages of early EDU 447 Primary/Junior Practicum I knowledge and experience that they bring childhood, childhood, preadolescence This field experience is designed to enable to the classroom and how to build on that and adolescence will be focused upon to teacher candidates to develop competence knowledge. Prospective teachers will learn gain awareness of human learning, in teaching primary junior school age how to implement the health/ P.E. and the maturation, and motivation. Prospective students in the diverse elementary arts curricula as delineated in the Ontario teachers will be required to participate in classroom. Teacher candidates will be Expectations, assess student learning, and a school-based preservice practicum assessed in accordance with the Ontario understand how technology enhances the placement to experience the application College of Teachers core competencies. development of student knowledge in the of theories; observe the interaction of a — six credit hours area of health/P.E. and the arts. Prospective child/ adolescent within the school, teachers will also develop lesson plans family and peer systems; and reflect upon EDU 448 Foundations of Literacy across the curriculum that will engage their learning through a case study Instruction learners of diverse backgrounds and needs. project. Failure to complete 75 hours of This course is designed to help prospective Candidates will be required to participate preservice practicum will result in a teachers develop the knowledge and skills in a teacher assistantship practicum failing grade. to deliver literacy instruction effectively. placement. Failure to complete 75 hours of — three credit hours Students will learn how to: (a) create a teacher assistantship practicum will result literate environment that wraps literacy in a failing grade for the course. EDU 439 Teaching Students With around all areas of the curriculum, (b) — three credit hours Special Needs implement the Ontario Expectations This course introduces prospective following principles of effective EDU 433 Methods of Teaching teachers to the characteristics of students instruction, (c) incorporate technology Social Studies and with physical, cognitive and emotional/ into instruction, (d) use a wide range of Language Arts in the behavioral challenges. Candidates will literature, including multicultural Primary/Junior Division review legislation and the IPRC process, literature, across the curriculum, (e) This course defines the scope and sequence as well as be introduced to such skills as cultivate partnerships with parents to of the Ontario primary/junior curriculum reading and implementing IEPs and encourage and enhance literacy in the core areas of language arts and social running an effective inclusion classroom. development, and (f) use literacy studies and the developmental learning of Candidates will explore the role of assessments to make decisions about students in grades K-6. Prospective students, family and education instruction for diverse learners. Candidates teachers will view student learning within professionals. As part of this course will be required to participate in a a constructivist framework emphasizing candidates will reflect upon observations preservice practicum placement. Failure to the knowledge and experience that they and interactions with students with complete 75 hours of preservice practicum bring to the classroom and how to build on disabilities. Candidates will be required to placement will result in a failing grade for that knowledge. Prospective teachers will participate in a pre-service practicum the course. learn how to implement the language arts placement. Failure to complete 75 hours — three credit hours and social studies curricula as delineated in of preservice practicum placement will the Ontario Expectations, assess student result in a failing grade for the course. EDU 449 Primary/Junior learning, and understand how technology — three credit hours Practicum II enhances the development of student This field experience is designed to enable teacher candidates to develop competence

29 in teaching primary junior school age EDU 452 Middle Childhood required to participate in 75 hours of students in the diverse elementary Philosophy and Practice teaching assistantship and teach a classroom. Teacher candidates will be This course is designed to provide the minimum of two lessons. Failure to assessed in accordance with the Ontario prospective teacher with a comprehensive complete the 75 hours of teaching College of Teachers core competencies. study of middle childhood educational assistantship will result in a failing grade — three credit hours philosophy, curriculum, and programming. for the course. Exemplary middle school education — three credit hours EDU 450 Early Childhood models will be examined, including the Philosophy and Practice practices of teaming, cooperative learning, EDU 459B Specific Methods of This course is designed to provide the and integrated curricula. The teaching Teaching Dramatic Arts prospective teacher with a comprehensive assistantship field experience during this in the Intermediate/ study of early childhood educational course will take place in a middle Senior Divisions philosophy, curriculum, and programming. childhood educational setting. This course is to be taken concurrently with Exemplary early childhood education — three credit hours EDU 460 providing the prospective teacher models will be examined, including the with experiences that combine general practices of multiage teaching, EDU 455 Assessment of Students teaching strategies with teaching drama. Montessori Schooling, and integrated With Special Needs Candidates enrolled in this course will curricula. The teaching assistantship field The intent of this course is to provide study methods of teaching drama and experience during this course will take teacher candidates with knowledge of engage in field experiences relevant to the place in a middle childhood educational various assessment practices, skills in the teaching of drama. This course deals with setting. assessment of learners with disabilities, and issues of technology, grade-level curricular — three credit hours an understanding of the legal, moral and specificity, classroom management, social issues associated with assessment in multicultural content and the construction EDU 451 Assessment of Learning special education. The course will focus on of tests and other assessments as outlined This course serves as an introduction to the the assessment of the following four areas: by the Ontario Ministry of Education basic principles of measurement and intelligence, achievement, behavior, and relevant to the teaching in this content area. evaluation (diagnostic, formative and social-emotional well-being. Teacher Candidates’ portfolio entries will evidence summative), with emphasis upon test candidates will work in teams to prepare an their growth in developing lesson plans construction in accord with instructional Indivi-dualized Education Plan for a with a variety of teaching strategies specific objectives, more specifically the overall and student for whom all four types of to this content area. Candidates will be specific expectations described in the assessments have been performed. required to participate in 75 hours of Ontario curriculum. A study of procedures — three credit hours teaching assistantship and teach a of evaluation will be made including minimum of two lessons. Failure to numerical, alphabetical, and narrative EDU 459A Specific Methods of Teaching complete the 75 hours of teaching forms. Consideration is given to the Visual Arts in the assistantship will result in a failing grade for statistical principles of validity and Intermediate/Senior the course. reliability, and the variety, selection and use Divisions — three credit hours of standardized achievement and aptitude This course is to be taken concurrently tests (e.g., provincial grades 3 and 6 literacy with EDU 460 providing the prospective EDU 460 Methods of Teaching in and math, grade 9 math and grade 10 teacher with experiences that combine the Intermediate/Senior literacy). Treatment is also given to the general teaching strategies with teaching Division evaluation of procedures, products, and visual arts. Candidates enrolled in this This course is designed to provide typical behaviours, including the problems course will study methods of teaching teacher candidates with the knowledge, and cautions in the use and interpretation visual arts and engage in field experiences skills, dispositions and experiences of test results. The method of assigning relevant to the teaching of visual arts. This necessary to plan, deliver and assess marks and grades to primary/junior and course deals with issues of technology, effective standards-based learning intermediate/senior grades will be grade-level curricular specificity, class- experiences for diverse adolescents in examined in accord with the provincial room management, multicultural content the intermediate division. The goal is to achievement charts, and the Program and the construction of tests and other prepare candidates for careers as Planning and Assessment Guide. assessments as outlined by the Ontario successful teachers in the changing Candidates will be required to participate Ministry of Education relevant to the world of school that is now marking the in a preservice practicum placement. teaching in this content area. Candidates’ Western pluralist democratic societies’ Failure to complete 75 hours of preservice portfolio entries will evidence their attempts to educate all of its teenagers practicum placement will result in a failing growth in developing lesson plans with a to never before realized levels of grade for the course. variety of teaching strategies specific to cognitive development. Candidates will — three credit hours this content area. Candidates will be be required to participate in two preservice practicum placements. Failure

30 to complete these preservice practicum of tests and other assessments as outlined general teaching strategies with teaching placements will result in a failing grade by the Ontario Ministry of Education the Italian language. Candidates enrolled for the course. relevant to the teaching in this content area. in this course will study methods of Work in this course is directly aligned Candidates’ portfolio entries will evidence teaching Italian and engage in field with the Expectations of the Ontario their growth in developing lesson plans experiences relevant to the teaching of the Curriculum. with a variety of teaching strategies specific Italian language. This course deals with — three credit hours to this content area. Candidates will be issues of technology, grade-level required to participate in 75 hours of curricular specificity, classroom EDU 461 Specific Methods of teaching assistantship and teach a management, multicultural content and Teaching English in the minimum of two lessons. Failure to the construction of tests and other Intermediate/Senior complete the 75 hours of teaching assessments as outlined by the Ontario Divisions assistantship will result in a failing grade for Ministry of Education relevant to the This course is to be taken concurrently the course. teaching in this content area. Candidates’ with EDU 460 providing the prospective — three credit hours portfolio entries will evidence their teacher with experiences that combine growth in developing lesson plans with a general teaching strategies with teaching EDU 462B Specific Methods of Teaching variety of teaching strategies specific to the English language arts. Candidates International Language — this content area. Candidates will be enrolled in this course will study methods Spanish in the required to participate in 75 hours of of teaching English language arts and Intermediate/Senior teaching assistantship and teach a engage in field experiences relevant to the Divisions minimum of two lessons. Failure to teaching of the visual arts language. This This course is to be taken concurrently complete the 75 hours of teaching course deals with issues of technology, with EDU 460 providing the prospective assistantship will result in a failing grade grade-level curricular specificity, teacher with experiences that combine for the course. classroom management, multicultural general teaching strategies with teaching — three credit hours content and the construction of tests and the Spanish language. Candidates enrolled other assessments as outlined by the in this course will study methods of EDU 463A Specific Methods of Ontario Ministry of Education relevant to teaching Spanish and engage in field Teaching Mathematics in the teaching in this content area. experiences relevant to the teaching of the the Intermediate/Senior Candidates’ portfolio entries will evidence Spanish language. This course deals with Divisions their growth in developing lesson plans issues of technology, grade-level This course is to be taken concurrently with a variety of teaching strategies curricular specificity, classroom with EDU 460 providing the prospective specific to this content area. Candidates management, multicultural content and teacher with experiences that combine will be required to participate in 75 hours the construction of tests and other general teaching strategies with teaching of teaching assistantship and teach a assessments as outlined by the Ontario mathematics. Candidates enrolled in this minimum of two lessons. Failure to Ministry of Education relevant to the course will study methods of teaching complete the 75 hours of teaching teaching in this content area. Candidates’ mathematics and engage in field assistantship will result in a failing grade portfolio entries will evidence their experiences relevant to the teaching of for the course. growth in developing lesson plans with a mathematics. This course deals with — three credit hours variety of teaching strategies specific to issues of technology, grade-level this content area. Candidates will be curricular specificity, classroom EDU 462A Specific Methods of required to participate in 75 hours of management, multicultural content and Teaching French as a teaching assistantship and teach a the construction of tests and other Second Language in the minimum of two lessons. Failure to assessments as outlined by the Ontario Intermediate/Senior complete the 75 hours of teaching Ministry of Education relevant to the Divisions assistantship will result in a failing grade teaching in this content area. Candidates’ This course is to be taken concurrently with for the course. portfolio entries will evidence their growth EDU 460 providing the prospective teacher — three credit hours in developing lesson plans with a variety of with experiences that combine general teaching strategies specific to this content teaching strategies with teaching the French EDU 462C Specific Methods of area. Candidates will be required to language. Candidates enrolled in this Teaching International participate in 75 hours of teaching course will study methods of teaching Language — Italian in the assistantship and teach a minimum of two French and engage in field experiences Intermediate/Senior lessons. Failure to complete the 75 hours relevant to the teaching of the French Divisions of teaching assistantship will result in a language. This course deals with issues of This course is to be taken concurrently failing grade for the course. technology, grade-level curricular with EDU 460 providing the prospective — three credit hours specificity, classroom management, teacher with experiences that combine multicultural content and the construction

31 EDU 463B Specific Methods of minimum of two lessons. Failure to portfolio entries will evidence their Teaching Computer complete the 75 hours of teaching growth in developing lesson plans with a Studies in the assistantship will result in a failing grade for variety of teaching strategies specific to Intermediate/Senior the course. this content area. Candidates will be Divisions — three credit hours required to participate in 75 hours of This course is to be taken concurrently teaching assistantship and teach a with EDU 460 providing the prospective EDU 464B Specific Methods of minimum of two lessons. Failure to teacher with experiences that combine Teaching Chemistry in the complete the 75 hours of teaching general teaching strategies with teaching Intermediate/Senior assistantship will result in a failing grade computer studies. Candidates enrolled in Divisions for the course. this course will study methods of teaching This course is to be taken concurrently — three credit hours computer studies and engage in field with EDU 460 providing the prospective experiences relevant to the teaching of teacher with experiences that combine EDU 464D Specific Method of computer studies. This course deals with general teaching strategies with teaching Teaching Science — issues of technology, grade-level curricular chemistry. Candidates enrolled in this Physics in the specificity, classroom management, course will study methods of teaching Intermediate/Senior multicultural content and the construction chemistry and engage in field experiences Divisions of tests and other assessments as outlined relevant to the teaching of chemistry. This This course is to be taken concurrently by the Ontario Ministry of Education course deals with issues of technology, grade- with EDU 460 providing the prospective relevant to the teaching in this content area. level curricular specificity, classroom teacher with experiences that combine Candidates’ portfolio entries will evidence management, multicultural content and general teaching strategies with teaching their growth in developing lesson plans the construction of tests and other physics. Candidates enrolled in this course with a variety of teaching strategies specific assessments as outlined by the Ontario will study methods of teaching physics and to this content area. Candidates will be Ministry of Education relevant to the engage in field experiences relevant to the required to participate in 75 hours of teaching in this content area. Candidates’ teaching of physics. This course deals with teaching assistantship and teach a portfolio entries will evidence their issues of technology, grade-level minimum of two lessons. Failure to growth in developing lesson plans with a curricular, specificity, classroom complete the 75 hours of teaching variety of teaching strategies specific to management, multi-cultural content and assistantship will result in a failing grade for this content area. Candidates will be the construction of tests and other the course. required to participate in 75 hours of assessments as outlined by the Ontario — three credit hours teaching assistantship and teach a Ministry of Education relevant to the minimum of two lessons. Failure to teaching in this content area. Candidates’ EDU 464A Specific Methods of complete the 75 hours of teaching portfolio entries will evidence their growth Teaching Biology in the assistantship will result in a failing grade in developing lesson plans with a variety Intermediate/Senior for the course. of teaching strategies Divisions — three credit hours specific to this content area. Candidates This course is to be taken concurrently will be required to participate in 75 hours with EDU 460 providing the prospective EDU 464C Specific Methods of of teaching assistantship and teach a teacher with experiences that combine Teaching Science — minimum of two lessons. Failure to general teaching strategies with teaching General in the complete the 75 hours of teaching biology. Candidates enrolled in this Intermediate/Senior assistantship will result in a failing grade course will study methods of teaching Divisions for the course. biology and engage in field experiences This course is to be taken concurrently — three credit hours relevant to the teaching of biology. This with EDU 460 providing the prospective course deals with issues of technology, teacher with experiences that combine EDU 465A Specific Methods of grade-level curricular specificity, general teaching strategies with teaching Teaching History in the classroom manage-ment, multicultural general science. Candidates enrolled in Intermediate/Senior content and the construction of tests and this course will study methods of teaching Divisions other assessments as outlined by the general science and engage in field This course is to be taken concurrently Ontario Ministry of Education relevant to experiences relevant to the teaching of with EDU 460 providing the prospective the teaching in this content area. general science. This course deals with teacher with experiences that combine Candidates’ portfolio entries will evidence issues of technology, grade-level general teaching strategies with teaching their growth in developing lesson plans curricular specificity, classroom history. Candidates enrolled in this course with a variety of teaching strategies specific management, multicultural content and will study methods of teaching history to this content area. Candidates will be the construction of tests and other and engage in field experiences relevant required to participate in 75 hours of assessments as outlined by the Ontario to the teaching of history. This course teaching assistantship and teach a Ministry of Education relevant to the deals with issues of technology, grade- teaching in this content area. Candidates’

32 level curricular specificity, classroom with experiences that combine general EDU 465F Specific Methods of management, multi-cultural content and teaching strategies with teaching religious Teaching Geography the construction of tests and other education. Candidates enrolled in this in the Intermediate/ assessments as outlined by the Ontario course will study methods of teaching Senior Divisions Ministry of Education relevant to the religious education and engage in field This course is to be taken concurrently with teaching in this content area. Candidates’ experiences relevant to the teaching of EDU 460 providing the prospective teacher portfolio entries will evidence their religious education. This course deals with with experiences that combine general growth in developing lesson plans with a issues of technology, grade-level curricular teaching strategies with teaching variety of teaching strategies specific to specificity, classroom management, multi- geography. Candidates enrolled in this this content area. Candidates will be cultural content and the construction of course will study methods of teaching required to participate in 75 hours of tests and other assessments as outlined by geography and engage in field experiences teaching assistantship and teach a the Ontario Ministry of Education relevant relevant to the teaching of geography. This minimum of two lessons. Failure to to the teaching in this content area. course deals with issues of technology, complete the 75 hours of teaching Candidates’ portfolio entries will evidence grade-level curricular specificity, classroom assistantship will result in a failing grade their growth in developing lesson plans manage-ment, multicultural content and for the course. with a variety of teaching strategies specific the construction of tests and other — three credit hours to this content area. Candidates will be assessments as outlined by the Ontario required to participate in 75 hours of Ministry of Education relevant to the EDU 465C Specific Methods of teaching assistantship and teach a teaching in this content area. Candidates’ Teaching Social Sciences minimum of two lessons. Failure to portfolio entries will evidence their growth (General) in the complete the 75 hours of teaching in developing lesson plans with a variety of Intermediate/Senior assistantship will result in a failing grade for teaching strategies specific to this content Divisions the course. area. Candidates will be required to This course is to be taken concurrently with — three credit hours participate in 75 hours of teaching EDU 460 providing the prospective teacher assistantship and teach a minimum of two with experiences that combine general EDU 465E Specific Methods of lessons. Failure to complete the 75 hours of teaching strategies with teaching social Teaching Politics in the teaching assistant-ship will result in a failing sciences – general. Candidates enrolled in Intermediate/Senior grade for the course. this course will study methods of teaching Divisions — three credit hours social sciences (general) and engage in field This course is to be taken concurrently with experiences relevant to the teaching of EDU 460 providing the prospective teacher EDU 466A Specific Methods of social sciences (general). This course deals with experiences that combine general Teaching Business with issues of technology, grade-level teaching strategies with teaching politics. (Accounting) in the curricular specificity, classroom Candidates enrolled in this course will Intermediate/Senior management, multi-cultural content and study methods of teaching politics and Divisions the construction of tests and other engage in field experiences relevant to the This course is to be taken concurrently with assessments as outlined by the Ontario teaching of politics. This course deals with EDU 460 providing the prospective teacher Ministry of Education relevant to the issues of technology, grade-level curricular with experiences that combine general teaching in this content area. Candidates’ specificity, classroom management, multi- teaching strategies with teaching portfolio entries will evidence their growth cultural content and the construction of accounting. Candidates enrolled in this in developing lesson plans with a variety of tests and other assessments as outlined by course will study methods of teaching teaching strategies specific to this content the Ontario Ministry of Education relevant accounting and engage in field experiences area. Candidates will be required to to the teaching in this content area. relevant to the teaching of accounting. This participate in 75 hours of teaching Candidates’ portfolio entries will evidence course deals with issues of technology, assistantship and teach a minimum of two their growth in developing lesson plans grade-level curricular specificity, classroom lessons. Failure to complete the 75 hours of with a variety of teaching strategies specific management, multi-cultural content and teaching assistantship will result in a failing to this content area. Candidates will be the construction of tests and other grade for the course. required to participate in 75 hours of assessments as outlined by the Ontario — three credit hours teaching assistantship and teach a mini- Ministry of Education relevant to the mum of two lessons. Failure to complete teaching in this content area. Candidates’ EDU 465D Specific Methods of the 75 hours of teaching assistantship will portfolio entries will evidence their growth Teaching Religious result in a failing grade for the course. in developing lesson plans with a variety of Education in the — three credit hours teaching strategies specific to this content Intermediate/Senior area. Candidates will be required to Divisions participate in 75 hours of teaching This course is to be taken concurrently with assistantship and teach a minimum of two EDU 460 providing the prospective teacher lessons. Failure to complete the 75 hours of

33 teaching assistantship will result in a failing to this content area. Candidates will be technology, grade-level curricular grade for the course. required to participate in 75 hours of specificity, classroom management, — three credit hours teaching assistantship and teach a multicultural content and the construction minimum of two lessons. Failure to of tests and other assessments as outlined EDU 466B Specific Methods of complete the 75 hours of teaching by the Ontario Ministry of Education Teaching Economics in the assistantship will result in a failing grade for relevant to the teaching in this content area. Intermediate/Senior the course. Candidates’ portfolio entries will evidence Divisions — three credit hours their growth in developing lesson plans This course is to be taken concurrently with with a variety of teaching strategies specific EDU 460 providing the prospective teacher EDU 466D Specific Methods of to this content area. Candidates will be with experiences that combine general Teaching Business required to participate in 75 hours of teaching strategies with teaching (General) in the teaching assistantship and teach a mini- economics. Candidates enrolled in this Intermediate/Senior mum of two lessons. Failure to complete course will study methods of teaching Divisions the 75 hours of teaching assistantship will economics and engage in field experiences This course is to be taken concurrently with result in a failing grade for the course. relevant to the teaching of economics. This EDU 460 providing the prospective teacher — three credit hours course deals with issues of technology, with experiences that combine general grade-level curricular specificity, classroom teaching strategies with teaching business EDU 476 Language Arts Integration management, multi-cultural content and (general). Candidates enrolled in this This course is designed to prepare the construction of tests and other course will study methods of teaching prospective teachers for teaching the assessments as outlined by the Ontario business (general) and engage in field language arts (reading, writing, listening, Ministry of Education relevant to the experiences relevant to the teaching of speaking, viewing, and visually teaching in this content area. Candidates’ business (general). This course deals with representing) in the primary/elementary portfolio entries will evidence their growth issues of technology, grade-level curricular classroom using an integrated approach. in developing lesson plans with a variety of specificity, classroom management, Prospective teachers will learn how to teaching strategies specific to this content multicultural content and the construction guide students through each stage of the area. Candidates will be required to of tests and other assessments as outlined reading and writing processes and how to participate in 75 hours of teaching by the Ontario Ministry of Education incorporate technology into each process. assistantship and teach a minimum of two relevant to the teaching in this content area. They will also learn how to utilize effective lessons. Failure to complete the 75 hours of Candidates’ portfolio entries will evidence practices and strategies that enable teaching assistantship will result in a failing their growth in developing lesson plans elementary students at all levels of literacy grade for the course. with a variety of teaching strategies specific development to read, write, listen, and — three credit hours to this content area. Candidates will be speak for information and understanding; required to participate in 75 hours of for literary response and expression; for EDU 466C Specific Methods of teaching assistantship and teach a mini- critical analysis and evaluation; and for Teaching Business mum of two lessons. Failure to complete social interaction. Emphasis is placed on (Entrepreneurship) in the the 75 hours of teaching assistantship will making meaningful connections for Intermediate/Senior result in a failing grade for the course. students, building strong home-school Divisions — three credit hours connections, and using ongoing This course is to be taken concurrently with assessment of student progress to guide EDU 460 providing the prospective teacher EDU 466E Specific Methods of instruction. with experiences that combine general Teaching Information and — three credit hours teaching strategies with teaching Communication entrepreneurship. Candidates enrolled in Technology in the EDU 477 Content Literacy Methods this course will study methods of teaching Intermediate/Senior This course provides prospective inter- entrepreneurship and engage in field Divisions mediate/senior teachers with strategies for experiences relevant to the teaching of This course is to be taken concurrently with integrating the language arts (listening, entrepreneurship. This course deals with EDU 460 providing the prospective teacher speaking, reading, writing, viewing visual issues of technology, grade-level curricular with experiences that combine general works and constructing visual works) into specificity, classroom management, multi- teaching strategies with teaching infor- specific content-area instruction. Topics cultural content and the construction of mation and communication technology. include techniques for teaching technical tests and other assessments as outlined by Candidates enrolled in this course will vocabulary; locating and selecting relevant the Ontario Ministry of Education relevant study methods of teaching information and sources; note taking from oral, print and to the teaching in this content area. communication technology and engage in electronic sources; organizing, writing, Candidates’ portfolio entries will evidence field experiences relevant to the teaching of editing and revising papers; conforming to their growth in developing lesson plans information and communication tech- conventions of source citation and conven- with a variety of teaching strategies specific nology. This course deals with issues of tions of standard written English; writing

34 informational and other types of essays; EDU 491 Professional Seminar in EDU 498 Instructional Technology using content area learning logs; viewing Primary/Junior Divisons This course is designed to offer teachers graphics and art, and creating graphics and This course is designed to provide the and administrators the opportunity to use art related to content area concepts. teacher candidate with knowledge and and to implement the many forms of — three credit hours under-standing of those competencies that technology in delivering curriculum and are essential to successful teaching. The instructional content to their students. EDU 490 Professional Seminar in seminar focuses upon the student teacher’s — three credit hours Intermediate/Senior professional role as a classroom Divisons practitioner. In addition, responsibilities for EDU 528 Multicultural Education This course is designed to provide the classroom organization and management This course examines the theories and teacher candidate with knowledge and and the development of multiculturally practices of multicultural education which understanding of those competencies that sensitive and gender equitable classrooms; are presented as central to teaching and are essential to successful teaching. The attitudes toward teaching, learning, and learning, not as marginal or added on to the seminar focuses upon the student assessment; knowledge of ethics and a basic “regular” curriculum. Study of teacher’s professional role as a classroom understanding of school systems and multicultural concepts (e.g., inclusion, practitioner. In addition, responsibilities community characteristics are considered. accurate repre-sentation, multiple for classroom organization and — three credit hours perspectives, indigenous scholarship) will management and the development of reveal how diverse knowledge bases have multiculturally sensitive and gender EDU 495 Research and Statistics been historically muted in educational and equitable classrooms; attitudes toward The course is designed to introduce the other discourses. In order to avoid teaching, learning, and assessment; students to basic research principles. replicating this exclusionary practice, knowledge of ethics and a basic under- Students will analyze the literature in their prospective and practicing teachers will standing of school systems and area of study and synthesize the results into explore ways in which students’ (and their community characteristics are considered. material that can be applied in a diverse own) multiple identities are embedded in — three credit hours school setting. teaching and learning that accurately — three credit hours represents diverse knowledge bases. Such an approach is multicultural and therefore emancipatory because it encourages students to become thinkers and producers of knowledge-practices that increase students’ oppor-tunities and life chances. — three semester hours EDU 595 Introduction to Educational Research and Statistics This course is designed to introduce graduate students to the principles of research in education. Students will become effective consumers of educational research by analyzing the literature in a particular area of study and synthesizing the results into material that can be applied to diverse educational settings. Students will also develop practical research skills that they might use to assist them in their own professional development. Practitioners enrolled in this course will complete a field-based research project pertaining to their area of study. — three semester hours EDU 615 Introduction to Educational Leadership This is a required introductory course for all candidates in the Educational Leadership program. This course is one of the first courses taken in the program. 35 Students outside of the Educational EDU 635 Ontario School Law respect to special education from the Leadership concentration may register This course includes a study of the current perspective of the administrator’s role; with the permission of the instructor. Ontario Statutes and Regulations which building positive partnerships with In this course, leadership theory will be govern the schools of Ontario. Students parents and advocates; creating and applied through the use of individual research the legislation both online and in managing the school support team; and assessment instruments i.e., analysis of class (hard copy) using a series of questions an exploration of “best practices” with video tapes, case studies, article critiques, as a guide and through class discussion respect to supporting students in their role playing and self-assessment critiques. examine closely the language, and its quest for educational success. The importance of style of leadership and implications in a school (district) setting. — three semester hours influences that effect style will be The history of school law is studied to show emphasized. Other major concepts will be how the law changes in response to EDU 644 Instructional Supervision analyzed utilizing the Niagara University priorities, issues, and trends. Case studies This offering orients the individual to the Leadership Matrix model. These concepts are used to allow candidates to apply board functions and major principles of include the attributes and skills to policy and Ontario law to a given situation instructional supervision. Attention is facilitate the leadership process for of interest. The candidates examine the devoted to the critical examination of managing a school building organization. consistency and/or discrepancies of the current research and publications about The focus of this analysis is to help to policy with law, formulate their response to effective supervisory behavior. Models for assess the candidate’s acquisition of the situation and present it to the class. clinical supervision are introduced and administrative attributes and skills in the Various trends, reports, and court cases emphasized within the framework of context of school leadership. which have resulted in changes in the law improving teaching performance and its — three semester hours are also examined. The court cases are impact on student achievement. presented by teams of candidates in class Appropriate strategies for developing and EDU 629 Effecting Dynamic Change and used to promote discussion of the implementing supervisory programs are As leaders deal with the issue of effecting interpretation of aspects of the statutes and stressed. dynamic change, they will need to regulations. — three semester hours consider four strategies: 1) training and — three semester hours support for staff; 2) realigning formal EDU 645 Curriculum Planning: roles and relationships; 3) establishing EDU 638 Community Design, Implementation collaborative cultures; and 4) providing Interrelationships and Evaluation transition rituals. Addressing these The course will consider social structures This course is designed to give the strategies is the focus of the course. operating within a community. Principles participants a background in the plan, design, — three semester hours and techniques of working with school implementation, and evaluation of various personnel, organizations and members of curriculum and educational programs. EDU 632 Leadership and the the community will be the focus of the — three semester hours School Building Leader course with a view to promoting better This is a required introductory course for EDU 649 Capstone for the School public relations. Building Leader all candidates in the educational leadership — three semester hours program. This course is one of the first The capstone course is an interdisciplinary courses taken in the program. In this EDU 639 Seminar/Issues in approach to concepts of leadership as they course, leadership theory will be applied Educational Leadership relate to the school administrator. The through the use of individual assessment — Administering Special course includes a comprehensive survey of instruments i.e., analysis of video tapes, Education Programs studies and readings relative to models, case studies, article critiques, role playing The seminars/issues in educational styles, behaviors and problems in and self-assessment critiques. The leadership will focus on a single concept educational leadership. The course includes importance of style of leadership and in leadership which is current in the field the study of motivation, job satisfaction, influences that effect style will be and not addressed in depth in other decision making, ethical professional emphasized. Other major concepts will be educational leadership courses. The topic behavior and the role of an educational analyzed utilizing the Niagara University of the seminars will be determined by the leader as change agent and innovator in a Leadership Matrix model. These concepts educational leadership department. This changing society. A major focus of the include the attributes and skills to facilitate course will focus on the role of the course is the development of a school the leadership process for managing a administrator in the implementation of reform plan for a building. school building organization. The focus of the various legislations and policies in — three semester hours this analysis is to help to assess the Ontario which impact on the provision of EDU 650 Capstone for the School candidate’s acquisition of administrative educational programs and services on District Leader attributes and skills in the context of school behalf of students with special education This course assesses acquired leadership. needs. The course includes an in-depth administrative skills and is one of the last — three semester hours review of the legislation and policies with to be completed in the certification

36 program for the school district leader. The EDU 690 Preservice Religious assessment component will incorporate Education authentic performance approaches, The course is designed to enhance the including written analysis, work-sample professional knowledge, skills, and products, focused responses, oral responses, dispositions of candidates preparing to simulations and a portfolio. As a teach in Catholic schools in Ontario. To requirement for the portfolio, the student that end, this course will begin by will be expected to assemble evidence of introducing teacher candidates to the various specified experiences and Catholic educational tradition in Ontario expectations from previous courses. A discussing such topics as the: history of major focus of the course is to develop a Catholic education in Ontario, the plan of action for a school district reform. philosophical underpinnings of a The role of the urban superintendent will be Catholic school system, the critical emphasized throughout this process. assessment of values embedded in the — three semester hours curriculum and the support system presently available to Ontario Catholic EDU 684 Research in Educational teachers. The course will also include the Leadership principles of moral and faith Each candidate’s prior acquired development, an introduction to the knowledge from program courses and Hebrew and Christian scriptures, the applied field experiences in the content and rationale of religious educational research program will education curriculum, and the Church provide the base for research study, and sacramental life. application and writing for this course. — three credit hours Candidates will work with a graduate professor on an individual basis. EDU 694 Administrative Internship Candidates will study advanced research This course provides the internship concepts, processes and approaches experience requirement for the master’s including the concomitant statistical program in Ontario. Candidates will techniques and procedures necessary to complete 300 internship hours. The bring an investigation to a successful course includes seminar sessions completion and subsequent publication. through-out the internship. The — three semester hours internship experiences are aligned with the program standards from Educational Leadership Constituent Council. — three semester hours

37 ADDITIONAL QUALIFICATIONS (AQ’s)

Niagara University’s Additional Qualification AQS 528 Kindergarten Part I AQS 511 Teaching English Language courses are designed to provide ongoing AQS 529 French as a Second Language Learners Part I professional development to Ontario Specialist This course has been developed to introduce certified teachers interested in perfecting AQS 530 Guidance and Career Education participants to the theory and practice of their teaching expertise. Niagara offers a wide Part II second language teaching and learning from variety of courses throughout the year in AQS 531 Mathematics Primary/Junior a classroom teacher perspective. The course various time formats to accommodate the Part II will prepare participants to effectively teach busy schedule of teachers. The courses are AQS 532 Teacher Librarian, Part I English language learners in a class or subject completely online which facilitates the AQS 533 Integration of Information and specific course as well as provide a basis for accessibility for all teachers. All AQ courses Computer Technology in teaching an ESL or ELD assignment. This have been developed with a minimum Instruction Specialist course will examine underlying theories of expectation of 125 hours of course work as AQS 534 Kindergarten Part II language acquisition, the development of a stipulated by the Ontario Faculty of AQS 535 Mathematics Primary/Junior safe, welcoming and equitable environment, Education. The online courses are delivered Specialist assessment and programming as it pertains through the Canvas Learning Management ABQ 536 Additional Basic Qualification — to English language learners and explore System (LMS). For more information visit Junior Division parent and community connections. https://niagarau.ca/academics/programs/ad AQS 537 Teacher Librarian Part II ditional-qualifications/. AQS 538 Kindergarten Specialist AQS 512 Teaching English Language AQS 539 Guidance and Career Education Learners Part II ABQ 506 Additional Basic Qualification- Specialist This course develops teacher expertise in Primary Division AQS 540 Teacher Librarian Specialist the theory and practice of second language AQS 511 Teaching English Language AQS 541 Mathematics Grade 7 and 8 teaching and learning from an ESL/ELD Learners Part I AQS 542 Use and Knowledge of Assistive teacher perspective. The course will explore AQS 512 Teaching English Language Technology theories of language acquisition in depth, Learners Part II AQS 543 Student Assessment and and consider the implementation of a safe, AQS 513 Special Education Part I Evaluation welcoming and equitable environment that AQS 514 French as a Second Language AQS 544 Teaching Students with adheres to the ESL Policy. It will develop Part I Communication Needs (Autism expertise in ongoing and initial language AQS 515 Teaching in the Catholic Spectrum Disorders) proficiency assessment, programming School System development and modification. It will AQS 516 Reading Part I finally explore parent and community ABQ 516 Additional Basic Qualification — Course Descriptions connections necessary for success. Intermediate Division — Health ABQ 506 Additional Basic Qualification and Physical Education — Primary Division AQS 513 Special Education Part I AQS 517 Teaching English Language This course is designed to provide candidates This course will include an overview of the Learners Specialist with the knowledge and skills necessary to Special Education policies and practices in AQS 518 Special Education Part II teach students in the primary division. the province of Ontario. Practical strategies AQS 519 Adapting Curriculum for the Candidates will be involved in activities that for working with students who have special Catholic School System will involve study in the cognitive, emotional needs are explored through research, AQS 520 Reading Part II and physical development of these primary theory and personal observation. Through- AQS 521 French as a Second Language students. Candidates will be exposed to: out the course, special emphasis is on the Part II learning theory, program planning, process by which students become identified AQS 522 Integration of Information and development and implementation, as exceptional and ways of programming and Computer Technology in instructional design and practices, planning for students who are identified as Instruction Part I assessment and evaluation and the learning exceptional. Writing I.E.P.’s and the I.P.R.C. AQS 523 Reading, Specialist environment necessary for teaching and process for both identified and non- AQS 524 Guidance and Career Education learning in the primary division. identified students will be examined in the light of new technology support. Participants Part I Successful completion of the course AQS 525 Integration of Information and will gain skills in working with parents and leading to the Primary Division Addi- community agencies. Computer Technology in tional Qualification listed in the Teachers’ Instruction Part II Qualifications Regulation is recorded AQS 514 French as a Second Language AQS 526 Mathematics Primary/Junior on the Certificate of Qualification (FSL) Part I Part I and Registration. The AQ French Second Language Part One AQS 527 Special Education Specialist is an introduction to the theory and practice

38 of classroom teaching in French second AQS 516 Reading Part I assessment and evaluation guidelines within language. This course will give you the The course is a comprehensive introduction a Catholic perspective. This course will opportunity to teach French as a second to the foundations of the complex task of benefit all candidates but especially those language in Ontario. As the first step teaching literacy skills for the twenty-first seeking positions of responsibility as the towards specialization, you will gain century. A focus on the components that course addresses the current issues of the knowledge and basic skills necessary to create an engaging, cross-curricular literacy uniqueness of Catholic education in the teach French as a second language at various program will enable the participants to province as distinct but also reflecting levels: structure, immersion and intensive. develop a solid understanding of what is Ministry policy. You will have the opportunity to explore and important in effective instruction in reading reflect on the curriculum, programs and and writing at all elementary grade levels. AQS 520 Reading Part II policies of the Department of Education, the This course facilitates participants to standards of the teaching profession and AQS 517 Teaching English Language develop a deeper understanding of the ethics, theories of second language Learners Specialist foundations of reading instruction first acquisition, strategies learning, teaching and This course develops teacher leadership in explored in Reading Part One. The course assessment and other elements relevant to ESL/ELD. The course will prepare will focus on creating literate learners for education in an atmosphere online and participants to effectively lead and instruct the twenty-first century. The over- interactive practice. Action research is the colleagues in the development of ESL whelming exposure of our students to a culmination of this course. programs, and in teaching English language variety of texts of all forms in the world learners. This course will explore the beyond the doors of the classroom requires AQS 515 Teaching in the Catholic relationship between theories of language participants to consider what it means to be School System acquisition and professional development literate in today’s world and to bring the Publicly funded Catholic schools are an and consider the implementation Ministry world of the students into the classroom enduring gift to our students and the and local ESL policy to achieve a safe, environment through comprehensive province. This course is designed to acquaint welcoming and equitable environment for literacy instruction. participants with the most important features ELLs. The course will develop expertise in of leading learning in Ontario Catholic delivering a variety of professional AQS 521 French as a Second Language schools. Using online and constructivist development vehicles to instruct teachers in (FSL) Part II learning principles, the course answers these the areas of ESL/ELD programming and This course aims to deepen your key questions: assessment. It will explore parent and knowledge and skills acquired during the • What is the story and mandate of community policies, frameworks and Part 1 of this AQ. This course will enrich Catholic education and why is it connections necessary for success. your theories and teaching practices important? through research, online interaction with • What is our place in the Church as it AQS 518 Special Education Part II your colleagues, and significant review of interacts with the world? Why is this This course is designed to deepen resources for your teaching profession. You mission significant? knowledge regarding students identified as will demonstrate your knowledge, your • What is the Religious and Family Life exceptional; however, all classroom teachers skills and creativity in the action research Education for Catholic Schools? Why may wish to better prepare themselves for or reflective practice project. does it matter? teaching students with special needs who are included in the regular classroom. This AQS 522 Integration of Information • How can we serve the needs of students and Computer Technology in Catholic Schools? course focuses on developing programs based on appropriate assessment for in Instruction Part I • How and why do we bring curriculum This is an introductory course primarily to life? students identified as exceptional and fosters discussion on important issues that intended for elementary and secondary ABQ 516 Additional Basic culminate in a Practical Teaching Project teachers who are interested in learning how Qualification Intermediate relevant to the participants. to extend and enrich students’ learning Division — Health and through information and communication Physical Education AQS 519 Adapting Curriculum for the technology. It focuses on the theory and The Additional Basic Qualification course Catholic School System practice underpinning the delivery of explores and enhances professional practice, Participants enrolled in this course will curriculum through the integration of program planning and leadership within the examine the dual mandate of Catholic information and communication technology Intermediate Division. This ABQ will extend education regarding the adaptation of within the classroom setting. Ministry of Education curriculum professional knowledge, skills and AQS 523 Reading Specialist pedagogies within this specific area of study expectations from a Catholic perspective. Participants will reflect on the characteristics Candidates will enhance their professional and explore the theoretical foundations practice and extend and apply knowledge associated with supporting the adolescent of Catholic schools that enable students to develop academically and spiritually within and skills in the curriculum leadership of learner. The curriculum document used for reading programs. They will collaborate in content is Health and Physical Education. a safe, nurturing learning environment. Participants will examine the issues of the modeling of a positive learning developing inclusive schools and how to align environment that reflects care, professional 39 knowledge, ethical practice, leadership and deemed relevant to the candidate related to AQS 529 French as a Second Language ongoing learning as they refine skills related program planning and assessment. (FSL) Specialist to teaching and learning across the This course which includes a unit on divisions of the elementary panel. Emphasis AQS 526 Mathematics Primary leadership focuses on a deep understanding will be placed on providing leadership in and Junior Part I of the different basic FSL programs. It is the implementation of the Ontario Mathematics instruction is a priority in enhanced and enriched with immersion. Ministry of Education curriculum, policies today’s classroom and as teachers we want The participants will have the opportunity to and guidelines in relation to theoretical our students to enjoy, understand and to be reflect on the subject matter, communicate understanding, program planning, successful in the learning of mathematics. and apply what they learn in a meaningful assessment, and collaboration with the Making sense of the mathematics that and practical manner. The assignments will school and broader community. students are learning is the key to building reflect the standards of the teaching confidence and a sense that they are able to profession as well as the ethical standards of AQS 524 Guidance and Career do it. This course focuses on improving the profession. Education Part I teaching practices in the area of mathematics This course is an introductory course that content, assessment and evaluation, creating AQS 530 Guidance and Career explores principles in school guidance in the a problem-solving environment, and Education Part II following areas: theory, diverse learners, their effective lesson planning. The course will This course is designed to build upon the preferences, and environments, program hopefully build greater confidence in making knowledge gleaned from Guidance and planning and implementation, assessment sense of the mathematics that is being taught Career Education Part I to further and evaluation, shared support for learning, and in turn help students do mathematics enhance professional practice and extend and ethical considerations related to teaching with understanding and confidence. This and apply knowledge and skills in the and learning. course will also provide you with numerous design and delivery of Guidance and Guidance and Career Education, Part 1 is online resources to support your professional Career Education courses. a course taken by teachers with aspirations to learning of mathematics and programming “Part II explores the theoretical work in a guidance department and it is also for mathematics. foundations, the development of diverse beneficial for any classroom teacher as it learners, program planning and provides tools for teachers: AQS 527 Special Education Specialist implementation including curriculum • To support students in their classrooms — This course extends the knowledge and skills implementation and delivery, learning both academically, socially and of Part 2 and continues to focus on theory preferences, assessment and evaluation, the emotionally; and practice in special education. Critical to learning environment and ethical • To guide student experiencing issues - both the delivery of special education is the ability considerations related to teaching and inside and outside of the classroom; of teachers to ensure positive learning learning across the divisions.” (Ontario • To help students set short and long-term experiences for students. As well, the course College of Teachers, 2011). goals; focuses on leadership in the field of special • To advise students with planning their education. The course continues to foster AQS 531 Mathematics Primary and futures; discussion on important issues that Junior Part II • To create positive, inclusive and safe culminate in a Practical Leadership Project “As teachers become more familiar with learning environments; relevant to candidates. which ideas are more complex for students and why, they are better able to ensure that • To instruct, assess and evaluate according AQS 528 Kindergarten Part I to ministry standards; and more. their instruction is at the appropriate This introductory course will allow developmental level for students, and that it AQS 525 Integration of Information participants to explore theoretical challenges students’ mathematical and Computer Technology foundations of early childhood, child conceptions in appropriate ways. This in Instruction Part II development, play-based learning minimizes the likelihood of students This course is intended to enhance environments, instructional pedagogy that developing mathematical misconceptions.” professional practice and extend and apply supports the early learner, assessment (Small, M. (2009). Making Math Meaningful knowledge and skills in the design and practices that make children’s learning and to Canadian Students, K–8. Toronto, ON: delivery of Integration of Information and thinking visible and the power of shared Nelson Education). Computer Technology in Instruction. The partnerships with families and other early All educators — classroom teachers, early course explores the theoretical foundations, year professionals. Participants will explore childhood educators, school principals and the development of learners, program current research and knowledge and re-think other instructional leaders in the education planning and implementation, assessment, traditional practices in the teaching of system — use a variety of critical thinking the learning environment and ethical Kindergarten. Participants will be immersed and problem-solving strategies to engage all considerations related to teaching and in learning opportunities that include students in making connections between learning. There is an emphasis on job- professional reading, learning through content and process as they work toward a embedded action research, asking media, reflection, action research and thorough understanding of mathematics. measurable questions and carrying out the dialogue with colleagues. This course will elaborate on many of the “processes” of effective inquiry on any issue ideas listed in “Focus on Mathematics.” The

40 list was created by “The Mathematics AQS 535 Mathematics Primary knowledge and skills in the curriculum Working Group”. Its group task was to advise and Junior Specialist leadership of Kindergarten programs. the Ministry on ways to bring about a The Additional Qualification Course: This course uses a critical lens to further positive change in the teaching and learning Mathematics Primary and Junior, Specialist explore and consolidate the learning from of mathematics and to ensure better results explores the theoretical foundations, the Kindergarten Parts 1 and 2 to develop a for all students. development of learners, program planning comprehensive understanding of all and implementation, assessment, the aspects of kindergarten programming. AQS 532 Teacher Librarian Part I learning environment and ethical Emphasis is placed on providing This course is an introductory course for considerations related to teaching and leadership in the implementation of potential teacher-librarians. The course learning across the divisions. Critical to the Ontario Ministry of Education aims to enhance professional practice and implementation of this course is the curriculum, policies and guidelines as extend knowledge and skills that will modeling of a positive learning they relate to: prepare teachers to co-ordinate an environment that reflects care, professional • theoretical foundations integrated school curriculum as part of the knowledge, ethical practice, leadership and • planning for and creating play-based School Library Information Centre. The ongoing learning. learning environments following aspects of the school librarianship • leadership in the instructional setting are explored: the role of the teacher-librarian ABQ 536 Additional Basic and the early learner in student achievement and school-wide Qualification — • observation, assessment and evaluation initiatives; evidence of the teacher-librarian's Junior Division • shared partnerships potential impact; collaboration; integration The purpose of this Additional Basic of technology and connecting with parents/ Qualification course is to extend the AQS 539 Guidance and Career guardians and the community. Also skills and knowledge for teaching in the Education Specialist included are the fundamentals of school junior division and subject-specific This course is designed to build upon the library management. junior division program. At least one half knowledge gleaned from Guidance and of the course concentrates on subject Career Education Part 1 and Part 2 to AQS 533 Integration of Information specific content. Successful completion of further enhance professional practice and and Computer Technology the course developed from this guideline extend and apply knowledge and skills in in Instruction Specialist enables teachers to receive the Additional the curriculum leadership of Guidance This specialist provides candidates with a Basic Qualification: Junior Division. and Career Education courses. The strong foundation and understanding of the Guidance and Career Education, vision and underlying philosophy related to AQS 537 Teacher Librarian Part II Specialist course explores the theoretical information and communication technology This course is intended for elementary or foundations, school-wide Guidance and its integration within a 21st century secondary teacher-librarians and or programming, the development of diverse learning framework. The course is based teachers who aim to further develop learners, program planning and on an in-depth knowledge of information professional practice and extend implementation, including curriculum and communication technology to knowledge and skills learned in Teacher implementation and delivery, learning support and enrich the curriculum and Librarian, part 1. The focus of the course preferences, assessment and evaluation, includes a focus on leadership skills. is on the school library as a key component the learning environment and ethical Candidates will have opportunities to of student education. You will explore considerations related to teaching and reflect, communicate and apply their further the teacher-librarian’s role in learning across the divisions. Critical to learning through practical experiences. programming for students and teachers the implementation of this course is the given that recent research provides strong AQS 534 Kindergarten Part II modeling of a positive learning evidence that school libraries and teacher- environment that reflects care, This course employs a critical lens to librarians have a positive impact on explore in a holistic and integrated manner professional knowledge, ethical practice, student achievement. You will acquire skill leadership and ongoing learning. theoretical foundations, the development of in incorporating current information learners, program planning and technologies in to your practice as a AQS 540 Teacher Librarian Specialist implementation, instructional practices, teacher from the stand point of their This course is designed to build upon the assessment, the learning environment and contribution to curriculum as well as knowledge gleaned from Teacher Librarian, ethical considerations related to teaching program advocacy. You will examine issues Parts 1 and 2. Emphasis is placed on assuming and learning. Critical to the implementation that you may face around selection of educational leadership responsibilities in of this course is the modeling of a positive materials and strategies used to develop the school. learning environment that reflects care, balanced collections for all learners. Leadership in: diversity and equity. This course supports • curriculum design principles and model the enhancement of professional know- AQS 538 Kindergarten Specialist instruction, assessment and evaluation ledge, ethical practice, leadership and Candidates who participate in the • strategic planning for the school library ongoing learning. Additional Qualification Online Course • providing in-service for staff and Kindergarten Specialist will enhance their community partners professional practice, extend and apply • promoting safe, equitable and ethical 41 practices to meet the needs of all learners and implementation, instructional design inclusion, student achievement, ethical • participating in local, regional and global and practices, assessment and evaluation, decision-making and public trust in Ontario’s information networks the learning environment, research and educational system. • developing initiatives to support student ethical considerations related to teaching In PQP-II, candidates will continue to achievement and parent engagement and learning of students with communi- collaborate with their mentor from PQP- l to • leading initiatives in support of the school cation needs, specifically, autism spectrum implement the Leadership Practicum improvement plan disorders. Proposal through the Leadership Practicum • integration of current technologies and that will allow them to demonstrate their electronic communication AQS 545 The Principal’s Qualification leadership skills in a real-world setting. This Program, Part I (PQP-I) AQS 541 Mathematics Grade 7 and 8 Leadership Practicum consists of a 60-hour The PQP-I supports the candidates in leadership experience. The Additional Qualification Course: developing leadership skills necessary to be Mathematics, Grades 7 and 8 is aligned with There are specific eligibility requirements an effective principal in today’s diverse and for this course. Please refer to https:// current Ontario curriculum, relevant complex schools. In their role, principals legislation, government policies, frameworks, niagarau.ca/academics/programs/additional- need to develop and sustain positive and qualifications/. strategies and resources. Course candidates dynamic relationships in order to are also encouraged to critically explore the communicate clearly, identify and solve AQS 547 The Supervisory Officer’s policies, practices and resources available at problems, anticipate and resolve conflict and Qualification Program school and board levels that inform teaching make decisions that reflect the best interests (SOQP) and learning related to Mathematics, Grades of students, staff, parents/guardians and the The SOQP is designed to provide 7 and 8. school community. opportunities to enhance candidates’ This course is designed to extend the Five leadership domains will be explored professional knowledge, efficacy, capacities candidates’ knowledge and skills in providing and analyzed: and leadership resources from a system an effective math program for students in • Setting Directions perspective. Candidates will critically explore grades 7 and 8. Candidates will explore how • Relationships and Capacity Building effective processes for collaboratively to implement differentiated instruction in the • Developing the Organization to working with a wide range of educators, delivery of the math program and how to use Support Desired Practices families, caregivers, trustees, the Ontario varied and multiple strategies to engage • Improving the Instructional Program Teachers’ Federation and its affiliates, students in math. • Securing Accountability principal organizations, representatives from AQS 542 Use and Knowledge of In PQP-I, candidates need to identify a Ministries and stakeholders. Candidates will Assistive Technology mentor who is a practicing principal. In also have an opportunity to reflect on the role This course focusses on the use of technology collaboration with their mentors, candidates of the supervisory officer in relation to to accommodate students’ needs and support will develop a Leadership Practicum Pro- policies, legislation and the regulatory their learning. Areas of study will include, but posal that is a plan to strategically and context of publicly funded education (from are not limited to: differentiated instruction, intentionally apply their developing leader- OCT SOQP guideline, 2017). equity, diversity and inclusion, accommo- ship skills in a school setting. The SOQP is comprised of four modules dations and modifications, assessment and There are specific eligibility requirements and a Leadership Practicum. Each module is evaluation, and the regulations governing for this course. Please refer to https:// 50 hours in length. The duration of the special education in Ontario. niagarau.ca/academics/programs/additional- Leadership Practicum will also be a qualifications/. minimum of 50 hours. Candidates must AQS 543 Student Assessment and complete all four modules and the Evaluation AQS 546 The Principal’s Qualification Leadership Practicum within five years of This course focusses on the assessment, Program, Part II (PQP-II) beginning the SOQP. evaluation and reporting of student Part II further develops the leadership skills Module 1: achievement for all students in publicly that were a focus for part I of the PQP. The Personal Leadership Perspective funded schools in Ontario. Areas of study five leadership domains from the Ontario Module 2: will include, but are not limited to: Leadership Framework will be further Leadership and Organizational Change differentiated instruction, EQAO, special explored: education, diversity, equity and inclusion, • Setting Directions Module 3: and the connection between curriculum • Relationships and Capacity Building Provincial Leadership Perspective and assessment. • Developing the Organization to Module 4: Support Desired Practices System Leadership Perspective AQS 544 Teaching Students with • Improving the Instructional Program Communication Needs • Securing Accountability There are specific eligibility requirements (Autism Spectrum Disorders) Emphasis will be on guiding and for this course. Please refer to https:// This course uses a critical, pedagogical lens supporting candidates in building and niagarau.ca/academics/programs/additional- to explore theoretical foundations, learning sustaining learning communities that will qualifications/. theory, program planning, development promote and support diversity, equity,

42 DIRECTORY

Trustees and Officers Mary Borgognoni, MPA Faculty of Education Board of Trustees Senior Vice President for Operations and Ontario Teacher Education Rev. Elmer Bauer III, C.M., ’87 Finance Advisory Council Jeffrey Bethke Robert J. Morreale Chief Financial and Innovations Officer Bruce Adams Edward J. Brennan, ’78 Christopher Sheffield Ann Andrachuk Charles Chiampou, ’76 Assistant Vice President for Institutional Andrew Campbell, Ph.D. Kevin Clarke, ’73 Effectiveness and Student Affairs Fortunato Colangelo Peter Cortellucci Vince Rinaldo, Ph.D. Rob DeRubeis Christopher Coyer Vice President for Ontario Administration Grace Di Liddo Brian Crosby, ’67, ’05 (Hon) Rev. Aidan Rooney, C.M. Joe Geiser Donna DeCarolis Vice President for Campus Ministry and Stewart Kiff Frank Fiannaca, ’85 Mission Lionel Loganathan Rev. Patrick Flanagan, C.M., Ph.D. Derek Wesley, Ed.D. Ian McFarlene Sr. Louise Gallahue, D.C. Vice President for Institutional Advancement Ashley Molloy, Ph.D. Rev. Stephen Grozio, C.M. Thomas J. Burns Vince Rinaldo, Ph.D. Associate Vice President for Public, External, and Rev. Dennis Holtschneider, C.M. ’85, Emily Sandford Brown Government Relations ’07 (Hon.) – Chair Dan Smith Karen Howard, ’84 Peter Butera, Ph.D. Dean, College of Arts & Sciences Luciano Touchette Kathryn Hutchinson, Ph.D. Barbara Vince Jessica Kemp, ’03, ’04 Chandra J. Foote, Ph.D. Dean, Faculty of Education Doretta Wilson Cheryl Klass, ’77 Kathleen Wong, Ph.D. Catherine Lyons, ’75 Mark Frascatore, Ph.D. Rev. James J. Maher, C.M., D.Min. Dean, College of Business Administration Faisal Merani Antonia Knight, B.S., M.S. Dean of Academic Services Larry Montani – Vice Chair Jason Jakubowski Kathleen Neville, ’15 Dean of Students Rev. Michael Nguyen, C.M. Jeremy A. Colby Michael Nicholson, ’88 General Counsel John Overbeck, ’75 Daniel Patterson, Ph.D. Rev. Craig Pridgen Niagara University Board of John Rieger, ’86 Advisors Christopher Ross, ’82 Rev. William M. Allegretto, C.M., ’80 John Rumschik, ’77, ’13 (Hon.) John S. Barsanti, ’73 Dr. Thomas Summers, ’84 Robert L. Bradley Jr., ’97 Michael Vitch, ’83 Hon. Paul A. Dyster Pamela Jacobs-Vogt – Secretary Matthew K. Enstice Denise Gonez-Santos University Officers Rev. John J. Holliday, C.M. Rev. James J. Maher, C.M., D.Min. William T. Loftus Jr., ’82 President Gerald C. Mead Jr. Debra A. Colley, Ph.D. Rev. Marvin Navas, C.M. Executive Vice President Vivake Persaud Timothy O. Ireland, Ph.D. Judith Quigley Ruse, ’69 Provost Lt. Col. Patrick A. Soos USA (Ret.), ’87 Henrik C. Borgstrom, Ph.D. Rocco Surace Sr., ’77 Associate Provost Joe M. Tonnos, ’10 Minh X. Tran Todd J. Zyra, ’95

43 Faculty Jennie Dixon Marc Keirstead Zuhra Abawi Lecturer Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Carol Doyle Jones William Macdonald Marilena Antonini Coordinator of Field Placement- Field Supervisor and Lecturer Lecturer Ontario Site Faculty of Education Faculty of Education Faculty of Education Lisa MacLennan Anthony Azzopardi Christian Elia Lecturer Lecturer Assistant Professor Faculty of Education Faculty of Education Faculty of Education Sushma Marwaha Alice Bhyat Maria Ferlisi Lecturer Senior Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education James McGee Nick Biagini Jose Flores Lecturer Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Gregory McLean Nicolas Bianchi Marybeth Fortune Lecturer Field Supervisor Adjunct Professor Faculty of Education Faculty of Education Faculty of Education Catherine McKernan Mariette Bloch Andrew Gekas Lecturer Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Ferenc Nemeth Anthony Briggs Helen Gill Lecturer Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Kathryn Noel Patricia Briscoe Norris Graham Lecturer Assistant Professor Adjunct Professor Faculty of Education Faculty of Education Faculty of Education Teresa Paoli Andrew Campbell Darrin Griffiths Lecturer Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Melissa Dawn Pear Peter A. Cowden Cameron Hauseman Lecturer Associate Professor Lecturer Faculty of Education Faculty of Education Faculty of Education Robin Persad Allan Craig Katie Higginbottom Lecturer Senior Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Joseph Pupo John DiVizio Kelsey Jacodson Lecturer Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Adrienne Richardson Wendy Dunlop Brett Howlett Lecturer Lecturer Lecturer Faculty of Education Faculty of Education Faculty of Education Frank Savoia Lee Ann Drapak Oksana Kawun Lecturer Lecturer Field Supervisor and lecturer Faculty of Education Faculty of Education Faculty of Education

44 Adam Shalaby Lecturer Stephanie Tuters Faculty of Education Lecturer Faculty of Education Mike Smith Lecturer Mary Valtellini Faculty of Education Field Supervisor Faculty of Education Elizabeth Sousa Francis Lecturer Carmela Vitale Assistant Director, NU Ontario Susan Souter Programs Lecturer AQ Administrator Faculty of Education Faculty of Education

Brian Stone Barry White Lecturer Lecturer Faculty of Education Faculty of Education

Pasquale Tari Gregory Wilson Lecturer Lecturer Faculty of Education Faculty of Education

Carolyn Treadgold Kathleen Wong Lecturer Lecturer Faculty of Education Faculty of Education

Christopher Tryphonopoulos Sanna Yu Lecturer Senior Lecturer Faculty of Education Faculty of Education

Dennis Tuohy Lecture Faculty of Education

45 CAMPUS CONTACTS

Academic Departments Coordinator of (BPS) Field Career Services Placement Director: Stephanie Morris Provost Carmen Cichello 716.286.8538 Timothy O. Ireland, Ph.D. 905.294.7260 ext. 1106 [email protected] 716.286.8342 [email protected] [email protected] Castellani Art Museum Ontario Educational Studies Curator of Exhibitions and Special Department Projects: Michael Beam Ontario Administration Chair: Christian Elia, Ph.D. 716.286.8286 Vincent Rinaldo, Ph.D. 905.294.7260 [email protected] 905.294.7260 ext. 1101 [email protected] [email protected] Counseling Services 716.286.8536 Hospitality and Tourism Management, Arts and Sciences, College of College of Financial Aid Dean: Peter Butera, Ph.D. Interim Dean: Youngsoo Choi, Ph.D. Director: Katie L. Kocsis 716.286.8060 716.286.8269 716.286.8669 [email protected] [email protected] [email protected] M.S. in Criminal Justice Director of Sport Management Health Services Administration Michael Gentile, J.D. Director: Adrienne O. Kasbaum Contact: Timothy Lauger, Ph.D. 716.286.8652 716.286.8390 716.286.8403 [email protected] [email protected] [email protected] Human Resources M.A. in Interdisciplinary Studies University Departments Director: Donna Mostiller Contact: Mustafa Gökçek, Ph.D. 716.286.8689 716.286.8195 Staff and Faculty Directory [email protected] [email protected] www.niagara.edu/people Academic Support I-20/Student Visa Business Administration, College of Director: Diane Stoelting Contact: Sarina Munzi Dean: Mark Frascatore, Ph.D. 716.286.8072 716.286.8728 716.286.8177 [email protected] [email protected] [email protected] Disability Services Information Technology Director of Graduate Programs: Coordinator: Kelly Adams Engert Director: Richard Kernin Ann Rensel, Ph.D. 716.286.8541 716.286.8040 716.296.8312 [email protected] [email protected] [email protected] Admissions (Graduate) Library Associate Director of Graduate Studies: Director: David Schoen Education, College of Evan F. Pierce 716.286.8000 Dean: Chandra Foote, Ph.D. 716.286.8327 [email protected] 716.286.8560 [email protected] [email protected] University Registrar Admissions (Ontario) Harry Gong Graduate Education Admissions Director: Tammy Bruno 716.286.8716 Director: Tammy Bruno 716.286.8233 [email protected] 716.286.8233 [email protected] [email protected] Student Accounts Campus Ministry Director: Martie Howell Ontario Programs Director: Kristina Daloia 716.286.8300 Associate Dean of Education: 716.286.8414 [email protected] Rob Leone, Ph.D. [email protected] 905.294.7260 Student Affairs [email protected] Campus Store (Barnes & Noble) Dean of Students: Jason Jakubowski Manager: Jennifer Nagelhout 716.286.8405 Director: Vincent Rinaldo, Ph.D. 716.286.8370 [email protected] 905.294.7260 [email protected] [email protected] Assistant Director: Carmela Vitale 416.533.7039 [email protected]

46 INDEX

PAGE Academic Calendar...... 2 Academic Integrity...... 7 Academic Regulations ...... 4 Accreditations ...... 4 Admission ...... 11 Attendance ...... 5 Board of Advisors ...... 31 Board of Trustees ...... 31 Campus Contacts...... 32 Certifications ...... 4 Classification of Students ...... 5 Faculty of Education ...... 11 Committee on Refunds...... 9 Directory ...... 30 Enabling Goals...... 3 Facilities, Environment and Services ...... 10 Faculty...... 31 Fees 2016-2017...... 9 File Reactivation, Readmission Procedures ...... 6 Grading System...... 5 Graduation ...... 5 Identification Cards...... 10 Library...... 10 Mission of the University...... 3 President’s Letter ...... Inside Front Cover Refund of Tuition ...... 9 Registration ...... 5 Regulations, Academic ...... 4 Services for Students with Disabilities...... 8 Sexual Assault ...... 7 Niagara University Sexual Harassment ...... 7 Substance Abuse...... 8 educates its students and enriches Time Limit...... 5 Transcripts of Records ...... 6 their lives through programs in the Transfer Credit...... 4 Tuition and Fees ...... 9 liberal arts and through University Officers...... 31 career preparation, informed by the Catholic and Vincentian traditions.

47 Check it out at niagarau.ca

Faculty of Education 905.294.7260 • 800.462.2111 www.niagarau.ca