EDST - 2500U - Foundations of Equity, Diversity and Inclusion in Education

2022-2023 - UG - New Course

completed

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(A) Proposal summary
Next
  • STEP 1 - Complete the proposal summary information
  • Home faculty*
    Choose your faculty from the list of available options.
  • This new course is associated with the following:*
  • Will this new course appear anywhere other than the course description section of the calendar?*
    Select 'yes' if the new course will be placed in a program map or in a list of electives on a program page in the calendar. Select 'no' if the new course is to be added to the bank of courses only.

  • If you answered yes to the above, please complete the following additional proposals to show course placement on program pages in the calendar:

    • A new core course for an existing program, specialization or minor, or a new elective course that is part of a defined list: Minor Program Adjustment
    • A new elective course for an existing program, specialization or minor, listed in the calendar as a recommended elective: Elective Course Placement
    • A new course (core or elective) related to a Major Program Modification: Major Program Modification.

    Complete one proposal for each impacted program, specialization or minor. Note: If the new course is for a new program, you do not need to show course placement as it will be captured in the new program proposal.

  • Program(s) impacted*

    BA in Educational Studies and Digital Technology - new name of BA in Educational Studies

    Please list any other impacted programs including any applicable fields or specializations.
  • Calendar start date*
    When the course should first appear in the Academic Calendar (e.g., Fall 2021).
  • Registration start date*
    The first time the course will be open for registration (e.g., Winter 2021).
  • STEP 2 - Attach supporting documents, if applicable

  • Visit the files section of the toolbox on the right-hand side of the form to attach any supporting documentation.

  • Are you attaching any supporting documents?*
(B) Course information
Next
  • STEP 3 - Complete Section B

  • Important note: Please verify that the course code has not been previously used.

  • Course subject code*
    Any new subject codes must be verified by the Office of the Registrar. If you do not see a verified subject code listed, please contact ciqe@ontariotechu.ca.
    Course number*
    2500U
    2500U
    Course numbers must consist of a four digit numeric code and an alphabetic identifier. Normally, the alphabetic identifier distinguishes the course level, or the source delivery, where U represents undergraduate courses, and G represents graduate courses. New course numbers must be verified by the Office of the Registrar.
  • Course title (long form)*
    Foundations of Equity, Diversity and Inclusion in Education
    Foundations of Equity, Diversity and Inclusion in Education
    Titles should reflect the educational content of the course. The long form course title is displayed in the Academic Calendar and should conform to the university's Editorial Style Guide. Contact ciqe@ontariotechu.ca for assistance.
  • Course title (short form)*
    EDI Foundations
    EDI Foundations
    The short form course title is used for MyCampus and student transcripts. Titles should reflect the educational content of the course. Short form course titles are limited to 30 characters.
  • Subject area*
    The subject area is used to filter courses in the Academic Calendar. If you do not see an appropriate subject area listed, please contact ciqe@ontariotechu.ca.
  • Course description*

    In this course, students learn how to make decisions and act equitably in their personal and professional lives. Students engage in critical reflection, constructive dialogue and problem-solving within a framework of empowerment. This course provides a forum for students to reflect on how membership in marginalized or equity-seeking groups identified as protected areas by human rights legislation (e.g., race, gender, gender identity, sexual orientation, age, socio-economic status, ability, language, faith and culture) experience systemic oppression in many forms. Through the use of problem-based learning strategies, students collectively develop perspectives and approaches to working with and across social identities and positionalities. The Foundations in EDI course draws on both theory and lived experience to foster competencies such as critical self-reflection and self-direction.

    The course description should be a brief summary of the course content and should conform to the university's Editorial Style Guide as it is visible in the Academic Calendar. Contact ciqe@ontariotechu.ca for assistance.

  • Note: If the following non-required fields do not apply, please leave them blank (i.e., do not add 'n/a' as this content will import to the calendar.

  • Credit hours*
    3.0
    3.0
    A measure used to reflect the relative weight of a given course toward the fulfillment of degree requirements. Unless otherwise indicated, a course normally has a credit hour value of three.
  • Lecture hours
    3.0
    3.0
    The number of contact hours offered in lecture format. Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
    Lab hours
    The number of contact hours offered in lab format. Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
  • Tutorial hours
    The number of contact hours offered in tutorial format. Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
    Other hours
    The number of contact hours offered in another format not covered here (e.g., 7 practicum hours). Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
  • Cross-listing(s)
    The practice of offering a single course under two different course codes.
  • Prerequisite(s) and Prerequisite(s) for Banner
    A course that must be successfully completed prior to commencing a second course for which it is required. Note that this field will be visible in the calendar and cannot contain strings of text (e.g., upper-year Science courses) or special characters. Please include strings of text in the 'Course Restrictions' field. Use ‘and’ or ‘or’ to separate courses and use brackets for groups, e.g., (BUSI 2170U and BUSI 2202U) or (BUSI 2205U or BUSI 2210U).
  • Corequisite(s)
    A course that must be taken concurrently with the course for which it is required. If the course can be taken at a previous time, please see Prerequisite with Concurrency.
  • Prerequisite(s) with concurrency
    A prerequisite with concurrency (i.e., a course that may be taken either in advance of or at the same time as the course for which it is required). Use ‘and’ or ‘or’ to separate courses and use brackets for groups.
  • Credit restriction(s)
    This section is for instances where two or more courses are not equivalent, therefore a student is not eligible to receive credit for both towards their program. Students are restricted from registering in these credit restricted courses.
  • Credit restriction(s) - Equivalent course(s)
    Two courses are similar enough in content that they are considered equivalent so students can register in either course but they will only receive credit for one course in their program.
  • Recommended
    A recommended but not required prerequisite course. Use ‘and’ or ‘or’ to separate courses and use brackets for groups. Recommended prerequisites will not be added to Banner.
  • Course restrictions
    Any restriction that is required for a course (e.g., Must be registered in Year 4).
  • Course type
  • Course type*
  • Is the course undergraduate or professional?*
    E.g., some Education courses are classified as professional.
  • Grade mode
  • Grade mode*
    Identifies the method of grading applied to the course
  • Course instructional method
  • CLS (in-class delivery)*
    HYB (in-class and online delivery)*
  • IND (individual studies)*
    OFF (off-site)*
  • WB1 (virtual meet time - synchronous)*
    WEB (fully online - asynchronous)*
  • N/A (not applicable)*
  • Teaching and assessment methods
  • Teaching and assessment methods*

    Course activities are designed to allow for access using a wide range of mobile devices, such as Smartphones and tablets. Students prepare for tutorials by viewing the video(s), readings and pre-tutorial activities. There are four main ways for students to interact with the content in this course and cover the weekly three-hour (or more) commitment to class. Each is described below, as are the responsibilities associated with them.

    Videos: Each week there is a pre-tutorial video that guides students in preparing for the tutorial. These videos also provide explanations of assignments and PBL’s.

    Tutorials (synchronous): Each week there is a scheduled online tutorial with the instructor and attendance is required. It is critical that students watch the pre-tutorial videos and do any associated readings or activities prior to coming to the tutorial session.

    Online discussions:Online discussions build on the analysis and synthesis questions posed in the video clips.

     

    Problem-Based Learning is assigned as per the course schedule 

    In PBLs, students choose group members and address a problem identified by their group. They provide resources and weigh potential solutions based on their collective expertise, research and interest.

    Possible Assessment Methods:

    1. Presentation during the tutorial

    2. Problem-based learning assignments (3)

    3. Reflective Journal

    4. Posting to discussion board and comments to shared readings and podcasts

    Include an exhaustive list of every possible way of administering and/or assessing the course in bulleted format.
  • Learning outcomes

  • For assistance with developing your course learning outcomes, please refer to the Teaching and Learning website or contact them at teachingandlearning@ontariotechu.ca

  • Course learning outcomes*

    On the successful completion of the course, students will be able to

    1. Discuss social inequalities using the language of equity, diversity and  inclusion (e.g. identity, intersectionality, bias, prejudice, racism, genocide, privilege, power, anti-oppression,  colour blindness etc.). (aligns with PLO#4)
    2. Critically analyze theories of equity, diversity and inclusion in education, making connections to what is relevant in life, society, school and work. (same as PLO#7) (aligns with PLO#6)
    3. Demonstrate the ability to access and apply key principles, legislation, concepts, issues and trends in equity, diversity, and inclusion to guide educational practices. (aligns with PLO#4 & 7)
    4. Apply understandings of the roots of oppression and inequality for under-represented Canadian communities in order to address systemic discrimination. (same as PLO#8) (aligns with PLO#4)
    5. Reflect critically in order to design learner-centred learning environments that are inclusive and responsive to the needs of learners in digital and hybrid spaces. (aligns with PLO#2 & 5)
    6. Plan constructivist approaches that focus on problem-based, experiential, and authentic learning activities that promote equity, diversity and inclusion. (same as PLO#3)
    7. Collect, analyze, and synthesize equity data across a variety of sources to identify opportunities and challenges in EDI in order to make positive changes in education and society (aligns with PLO#6, 7 & 8)
  • Current term*
    Select the current term from the list of available options.
  • Experiential learning
  • Does this course contain any experiential learning components?
    Only 'yes' values entered in this field will display in the Academic Calendar.

  • If the course DOES NOT contain any experiential learning components, then no further action is required in this section.  If the course DOES contain experiential learning components, please select 'Yes' above, then enter a 'Yes' or 'No' value for each of the experiential components below as appropriate.

  • Case Study
    Simulated workplace project
  • Consulting project/workplace project
    Applied research
  • Field experiences
    Other types of experiences (please describe below)
  • Other
    Problem based learning/sharing lived experiences
(C) Impact and consultation
Next
  • STEP 4 - Complete Section C
  • Does this new course impact the Graduate Calendar?*
  • We have consulted with all impacted areas*
    By selecting 'yes', you agree that you have consulted with all affected areas prior to beginning this proposal. Select 'N/A' only if the addition of this course does not involve students, staff and faculty from other programs or courses.
  • Process of consultation, if applicable:*

    Different shareholders were contacted to consult on the EDI Foundations course (Community experts/leaders, DDSB superintendent and administrator, members of equity-seeking groups and Indigenous Services from Ontario Tech University (IEAC).

    Describe the consultation that took place with those impacted.
  • Indigenous Content and Consultation
  • Does this course contain any Indigenous content?*

  • For more information on how Indigenous content is defined at Ontario Tech University and how to consult with the Indigenous Education Advisory Circle, please refer to the Protocol for Consultation with the Indigenous Education Advisory Circle.

  • Has the IEAC been contacted?
  • If Yes, when?
    10/28/2021
    10/28/2021
  • What was the advice you received from the IEAC? And, how has it been included in your proposal?

    Reviewer 1: Bring in indigenous perspectives earlier in the course. Week  3 “anti-indigenous” lens needs to be added. When you are talking about different experiences, weave in indigenous experiences and perspectives throughout. Add “ways of knowing about equity.”

    Reviewer 2: Integration of perspectives with examples throughout the modules would be ideal, weave throughout. There is an abundance of materials and content

    Reviewer 3: Add MMIW inquiry report and UNDRIP into the additional readings section, change any wording from aboriginal to indigenous, bringing in indigenous speakers. Speakers should be vetted at the university level before coming in. It is important to have some sort of process

  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
(D) Financial implications
Next
  • STEP 5 - Complete Section D
  • Financial implications*

    There will be no financial impact of adding this course.

    Because this course is incorporated within the accompanying major program change, the number of courses offered each year will depend on enrollment.

    Provide an analysis of the financial implications associated with the new course.
(E) Routing
Next
  • STEP 6 - Enter routing information

  • Important note: it is imperative that you choose the correct routing path as it cannot be changed once a proposal has been launched. If you have made a routing error after launching the proposal, the proposal will be cancelled and a new proposal will be required. If you require assistance with routing, please contact ciqe@ontariotechu.ca.

  • Should this proposal be routed to the Program Approval step prior to Curriculum Committee?*
    If your curriculum committee is organized by program, or if program-level approval prior to curriculum committee is not required, select 'no'.
  • Faculty or program-level group*
    Choose your faculty or program-level group from the list of options. If your faculty has program-level committees, choose the corresponding program group from the list. Otherwise, choose the home faculty. You may choose more than one option, but please note that your proposal will go to the committees of all options selected. The proposal will not move on to the next step until all faculties have approved at their respective committees. Note: If you are making a change for a Bachelor of Engineering program in FESNS, you must select both the Faculty of Energy Systems and Nuclear Science, and the Faculty of Engineering and Applied Science from the list of options.
  • Is this change for a Bachelor of Engineering program?*
  • Are there departments associated with your faculty?*
(F) End of proposal
Next
  • STEP 7 - Save and ensure all required fields are complete
  • STEP 8 - Validate and launch proposal
  • STEP 9 - Approve proposal

  • As the originator, you must approve the proposal to send it on to the next step. To approve, navigate to the decisions section of the toolbox on the right-hand side of the form.

(G) CIQE use only
Next
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  • Status

  • User Tracking

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