This course is designed to introduce students to the field of student affairs and services within the context of Canadian postsecondary education institutions. We will use a multidisciplinary approach to examine the historical, philosophical, legal, and cultural foundations of student affairs and services work. From these multiple perspectives, we will discuss the guiding principles from which student affairs and services practitioners educate and deliver services and programs to students.

This course examines the origins, present status, challenges and future directions of student development within the context of higher education in western society. Sessions will review the evidence from research and practice that identify key factors influencing student development in postsecondary education. Discussions will focus on the changing nature of students in higher education, the role of institutional policy, structure and function in facilitating student development and pathways to student success and retention. In addition, the social, psychological and cultural foundations of the student personnel movement as well as the role and functions of student services staff in colleges and universities will be examined.

This course builds upon the knowledge gained in LHA1854, Student Development Theories in Higher Education. The course will more deeply examine psychosocial, cognitive structural, and typological theories. With a focus on intersectionality we will examine how race, culture, ethnicity, gender, sexual orientation, disability, and spirituality can influence development. Students will learn to use theories to improve our work with students. We will not do so without a critical examination of the theories.

The internship is a research informed theory to practice experiential form of instruction designed to provide students with opportunities to perform activities that are regularly performed by practitioners in the area of the internship in student services.

The internship is a research informed theory to practice experiential form of instruction designed to provide students with opportunities to perform activities that are regularly performed by practitioners in the area of the internship in student services.

This course will provide students the opportunity to review, integrate and synthesize what they have learned in their learning experience, and apply these in a Capstone project. The Capstone Project that is the goal of this course will be a culminating, comprehensive and scholarly project completed near or at the end of the M.Ed. in Higher Education Leadership option.

The Capstone project will address one or more complex empirical issue(s) relevant to the leadership challenges in the students’ professional work context. The project will ask the students to demonstrate their ability to identify and define the issue/problem, conduct an insightful analysis and critique of the scholarly literature that informs the issue. This includes philosophical foundations, theoretical frameworks, conceptual models and the research methodologies employed (consistent with the COU, Quality Assurance Framework, Updated 2019, GDLEs, pp.34-35). They are expected to gather relevant secondary or primary data and propose feasible strategies/approaches to resolve the issue(s). Implications for implementation of the proposed resolution will be clearly identified and supported. Students may have an opportunity to participate in the organization and delivery of a Leadership Forum for the dissemination of knowledge gained.

This course is designed to assist doctoral students in the development of effective research proposals. Course readings, assignments, and activities will provide students with a structured approach to problem definition, succinctly reviewing the relevant literature, articulating conceptual frameworks, identifying suitable methodological approaches for the questions to be examined, understanding the purposes of informed consent in research design, and anticipating the timelines associated with data collection, data analysis, and writing up final reports. Students will practice writing both short proposals for graduate research funding as well as longer dissertation proposals.

This course will assist students in learning how to find, understand, share and act on research in their doctoral studies and their professional work. The course will include consideration of the nature of research literacy; the concepts and practices of finding, understanding, sharing and acting on research; developments in education research philosophies, paradigms, stances and methods; strategies for critiquing and citing research; design and use of literature reviews, syntheses and meta-analyses; and communicating and presenting research reviews.

The purpose of this course is to provide students in the Educational Leadership and Policy Program's EdD cohort with exposure to and practice in a range of research design and data collection methods for applied research: educational change case studies and comparative case studies; qualitative, ethnographic tools for educational inquiry; systematic analysis of policy documents; survey research; quantitative analysis of school, system, or other organization administrative data.

This course is one of the core courses in the Educational Leadership and Policy Program EdD program and provides students with the opportunity to learn and practice the data analysis approaches most appropriate for studying problems of practice. In this course students will work on coding and organization of qualitative and case study data and policy documents; presentation of findings from survey research and quantitative examination of administrative data. This course also requires students to examine a wide range of knowledge mobilization strategies and to link those strategies to their projects.

This course will provide students with the skills and knowledge needed to synthesize academic literature. In particular, it will provide students with the opportunity to become familiar with the philosophy, assumptions, characteristics and methods of reviewing literature in education and the social sciences. It will expose students to theories about how literature should be reviewed and provide them with the opportunity to develop their own reviewing skills.

This professional seminar course aims to advance the use and application of research, writing, and methodologies for the dissertation in practice while students engage as part of an academic community. The course is intended to support professional interactions and learning among the International Educational Leadership and Policy EdD cohort with the goal of improving and advancing opportunities to discuss aspects of the research process. It includes practical modules in the context of effective leadership and policymaking in international education settings, while also scaffolding stages of thesis development.

The course is open to EdD students in the International ELP cohort.

Understanding education law is essential to the effective management and operation of schools. Schools function in a complex legal environment. It is essential for educators to be as current as possible of their legal rights and responsibilities. Focus on current issues, legislative and common law precedents.

A review of major perspectives on the individual and the organization includes discussion of questions pertaining to the nature of society and the nature of people. Of immediate concern is the manner in which decisions and organizational outcomes are produced, as well as the bearing that these sets of arrangements have upon productivity and the well-being of those whose lives are touched by organized education. Of express concern is the manner in which power is exercised in everyday situations that may involve elected officials, appointed administrators, teachers, students, and the public at large.

This seminar examines significant policy issues in education, both historical and current, both Canadian and international. Emphasis is on acquiring an understanding of the content and significance of the policies, with a secondary interest in policy analysis and development. 

The course explores naturalistic and ethnographic methods of research applied to field research and case studies in educational administration. The researcher as participant in as well as an observer of social reality; the relationship of fact and value in social research, the limits of science in truth-making; the relationship of such science-established truth to evaluation and administrative action; and the problems of ethical inquiry into organizational and administrative realities.

An advanced administrative experience, primarily for EdD students, under the joint guidance of faculty members and senior administrators in the internship/practicum location. Placement and responsibilities relating to the internship/practicum are determined on an individual basis depending on the needs, interests, and aspirations of students and on the availability of appropriate locations.

The course explores a variety of initiatives being taken to improve, reform, and/or restructure schools. The basic intents of these initiatives are examined in an effort to understand implications for productive change processes at the classroom, school, and school system levels. Emphasis is given to the role of leadership in fostering educational change. Students will be involved in a research project designed to illustrate the practical meaning of course concepts and to refine their research capacities.

Course description same as 1052H.

This course looks at the role of international level actors and networks in shaping domestic educational policies and producing globalized models for learning often underappreciated in the study of educational policy and change. This course reviews various theoretical approaches to the study of international relations in the field of education, considers recent efforts to study the globalization of educational policy, and then turns to the activities of a variety of organizations and networks, intergovernmental and nongovernmental, which have developed global level mandates in education. Topics include: education in the global development regime; the educational activities of the World Bank, UNESCO the OECD and the World Trade Organization; and transnational advocacy and NGO networks in education.

This seminar is designed for first or second year doctoral students. It will explore key elements of the doctoral studies journey: crafting a researchable topic, developing a thesis proposal, choosing a committee, planning for comprehensives, fostering effective writing strategies, planning for publication. Required activities will include one final piece of writing related to proposal development. This is a required course and if you cannot fit it into your schedule, please contact the instructor.

This course will examine adult education in global contexts with specific focus on ''Third World'' societies. It will offer a critical review of the relationship between adult education, modes of production, and state. In this course we will draw on Marxist, feminist, anti-racist, and ecological theoretical debates. Applying critical comparative analysis, the course will examine the role of adult education in liberation movements and democratization of state and society. We will study the role of adult education in building a dynamic civil society and challenges we are facing towards creating a democratic civil society.

Specialized exploration, under the direction of a faculty member, of topics of particular interest to the student that are not included in existing courses. While credit is not given for a thesis topic proper, the study may be closely related to such a topic. Guidelines and forms are available from the website:http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/Individual_ReadingResearchCourse_-_OISE_2014.pdf. This course can also be designed as a field-based practicum in adult education and/or community development in an agreed setting. The course will include reflection, research, and writing on issues raised in practice.

This course is a comprehensive introduction to institutional ethnography (IE), a powerful method of social analysis developed by feminist sociologist, Dorothy E. Smith, Professor Emerita at OISE/UT. IE starts with people's everyday experiences, and provides a way of exploring how the ruling of institutions shape their experiences and practices and lead to the disjunctures that people experience in their everyday lives. The course begins with the epistemology and theoretical traditions that inform IE, discusses IE's core concepts and procedures, examines the major tools associated with IE, and provides opportunities for practice. Explorations will include, but will not be limited to, textual analysis; the overlapping relations of gender, race, class and other axes of difference in organizations; and the combining of institutional ethnography with other critical forms of inquiry such as critical discourse analysis and participatory research. Both Dorothy Smith and George Smith style institutional ethnography are explored, that, is, both institutional ethnography for understanding and institutional ethnography for social change (now commonly known as political activist ethnography).

This course will provide an overview of indigenous research methodologies and an introduction to planning research projects that are relevant, respectful, responsible and reciprocal in relation to indigenous communities. Students will engage in a dialogue on research ethics and protocols as they relate to working with indigenous peoples and communities.

Recurring Issues in Postsecondary Education is an examination of some of the issues that have characterized postsecondary education in the past and are likely to continue to be faced in the future. The objectives of the course are to: (1) provide a broad, introductory overview of postsecondary education as a field of scholarly inquiry and research; (2) examine the major issues of a recurring nature which have confronted postsecondary education, albeit in different forms and contexts, over time and in different jurisdictions; and (3) introduce students to some of the most important writings in the field.

This course is designed to prepare doctoral students to develop strong dissertation proposals. It will orient doctoral students to conducting and disseminating different types of research and publishing for different audiences. The course will orient doctoral students to the nature of research as an iterative process of integrating theory, data, analysis, and writing, and give them opportunities to practice a variety of research-related skills. Through its pedagogical techniques, the course will orient students' thinking about research as knowledge construction through ongoing conversation (i.e., debate or dialogue) among scholars. Key topics include: research paradigms, conducting literature reviews, developing research questions, conceptual and theoretical frameworks, various methodological approaches, and the ethics of conducting research. Each student will be expected to conduct independent work, share their ideas with peers, engage in discussion and constructive feedback, and practice translating research ideas to various audiences. The primary outcomes of the course will be a polished research proposal and a presentation to the class of their research proposal.

This course begins with the literature of international relations to set the context for an examination of higher education's role and responsibilities in an international arena. It then looks at the critical challenges to accepted views of knowledge in the university that have arisen from social theorists such as Habermas, from feminist scholarship, and from non-Western scholarship. Topics for exploration and research include the following: academic freedom in a global context; the role of universities and colleges in international development; relations between higher education institutions and international organizations; scholar/student exchanges; and human rights and higher education.

Course description same as LHA1852H.

This course permits the study of specific topics or areas in educational administration not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.