SEQ CHAPTER \h \r 1 - Professional Learning

Transcription

Graduate Program in
Education
Language, Culture and Teaching
2014-2015
HANDBOOK
http//edu.yorku.ca/Sharepoint
ii
Please note:
This handbook is a guide for graduate students in education.
Students are responsible for familiarizing themselves with
all rules, regulations and protocols as laid out by the Faculty
of Graduate Studies.
This information is available on the York website
http//:www.yorku.ca/grads
iii
GRADUATE PROGRAM IN EDUCATION
CORE FACULTY AND STAFF
Office: 282 Winters College
Telephone: 416-736-5018 Fax: 416-650-8006
Program Director: Jen Gilbert ([email protected])
Program Assistant: Loretta Fiorini ([email protected])
Program Secretary: Laura Greco ([email protected])
Listing of Graduate Faculty and their research interests and publications can be found on the following
web site address: http://edu.yorku.ca/edu-profiles/. Look for Tenure steam faculty only.
Faculty member
Alsop, Steve
Axelrod, Paul
Barkaoui, Khaled
Barrett, Sarah
Britzman, Deborah
Brushwood-Rose, Chloë
Crichlow, Warren
Desai-Trilokekar, Roopa
DiPaolantonio, Mario
Dion, Susan
Dippo, Don
Dlamini, Nombuso
Dunlop, Rishma
Fallis, George
Farley, Lisa
Fine, Esther
Gaetz, Stephen
Gilbert, Jen
Haig-Brown, Celia
Ippolito, John
Israelite, Neita
James, Carl
Jenson, Jennifer
Khayatt, Didi
Killoran, Isabel
Office
217 Winters
On Sabbatical
On Sabbatical
Extension
20665
e-mail
[email protected]
231 Winters
229 Winters
40187
88793
88794
40850
77368
88616
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
206 Winters
On Sabbatical
88783
[email protected]
255 Winters
22850
[email protected]
On Sabbatical
1048 Vari Hall
77027
[email protected]
202 Winters
249 Winters
631 Kaneff
22843
88795
20050
282A Winters
30733
262 Winters
251 Winters
88786
88802
259 Winters
On Sabbatical
On Sabbatical
258 Winters
269 Winters
20913
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
20049
[email protected]
[email protected]
Krasny, Karen
230 York Lanes
66957
[email protected]
Lotherington, Heather
Lynch, Jacqueline
Mannette, Joy
Martin, Lyndon
Mayer, Connie
Millett, Pamela
Mishra Tarc, Aparna
Morbey, Mary Leigh
Murphy, Sharon
3155 TEL
66182
[email protected]
273 Winters
77361
[email protected]
222 Winters
108G Winters
22809
88797
[email protected]
[email protected]
260 Winters
260 Winters
88809
20784
20048
22212
[email protected]
[email protected]
[email protected]
[email protected]
66120
[email protected]
209 Winters
220 Winters
276 Winters
211 Winters
280 Winters
1032 TEL
213 Winters
88758
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Norquay, Naomi
Owston, Ron
Pitt, Alice
Rapke, Tina
Sanaoui, Razika
Schecter, Sandra
Shanahan, Theresa
Shapson, Stan
Stanworth, Karen
Whiteley, Walter
Winton, Sue
Wiseman, Laura
Yon, Dan
Zatzman, Belarie
Zha, Qiang
On Sabbatical
1029 TEL
931Kaneff Tower
257 Winters
88770
[email protected]
58017
88780
[email protected]
[email protected]
31984
58186
[email protected]
[email protected]
22598
44525
77366
[email protected]
[email protected]
[email protected]
77348
[email protected]
88624
[email protected]
On leave
On Sabbatical
224 Winters
812 Kaneff Tower
On Sabbatical
S518 Ross
203 Winters
247 Winters
On Sabbatical
201T CFA
225 Winters
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SESSIONAL DATES 2014-2015
Check the Faculty of Graduate Studies web page at http://www.yorku.ca/grads/important_dates.html for
deadline dates regarding convocation, refund schedules and possible changes.
Fall 2014/Winter 2015 Registration begins (www.registrar.yorku.ca) .............................................. June 3
TA Day 2014 (www.yorku.ca/cst) .......................................................................................................... TBA
Deadline to apply to Graduate for October 2014 convocation ........................................................ Aug. 1
Orientation for incoming full-time MEd students ........................................................................... Aug. 25
Orientation for incoming part-time MEd students .......................................................................... Aug. 25
Orientation for incoming doctoral students .................................................................................... Aug. 25
Faculty of Graduate Studies Orientation for all incoming students
(http://www.yorku.ca/grads/current_students/orientation.html) .......................................................... Aug. 27
Submit final approved copies of theses and dissertations to FGS for Fall graduation ................. Aug. 30
Submit final approved copies of MRPs and Course-Only form to 282 WC for Fall graduation .Aug. 30
Labour Day (University is closed) ..................................................................................................... Sept. 1
TA Orientation (http://teachingcommons.yorku.ca/professional-development/ta-orientation Sept 2,3,4
Last day for Fall term registration (after that $200.00 late fee) .................................................... Sept. 4
Graduate Courses Begin (Fall term & year-long courses) ................................................................. Sept. 8
Last date for academic petition to change status .............................................................................. Sept. 9
Fall term tuition fees due and payable ............................................................................................ Sept. 10
Summer 2013 term grades due ...........................................................................................................Sep. 15
Last day to add a Fall & Fall/Winter term course on-line without permission .......................... Sept. 22
SSHRC scholarship workshops ..................................................................................... TBA in September
Thanksgiving (University closed) ........................................................................................................ Oct.13
Fall Convocation ........................................................................................................................... Oct. 15-17
SSHRC Doctoral Fellowship applications due in program office Winters 282 ....................................TBA
Co-curricular Days (no classes, no exams, University open) ..................................................Oct. 29-Nov. 2
Ontario Graduate Scholarship due in program office Winters 282 ...................................................... TBA
Students not registered for the current term will be withdrawn for failure to maintain
continuous registration ....................................................................................................................... Nov. 30
Fall Term Classes End ........................................................................................................................ Dec. 7
Last day for Winter term registration (after that $200.00 late fee) .............................................. Dec. 17
Holiday (Christmas/New Year’s break) university closed .................................................... Dec. 24 – Jan. 2
Winter term classes begin ................................................................................................................... Jan. 5
Last date for academic petition to change status ................................................................................ Jan. 6
Winter term fees due and payable...................................................................................................... Jan. 10
Official grades due for Fall courses.................................................................................................... Jan. 15
Last day of online Winter Term registration without permission ................................................... Jan. 19
Reading Week ................................................................................................................................. Feb 14-20
Family Day (University closed) ...........................................................................................................Feb. 16
Submit Report on Progress ................................................................................................................Feb. 28
Students not registered for the current term will be withdrawn for failure to maintain
continuous registration ....................................................................................................................Feb 28
Summer Registration begins ................................................................................................................. TBA
Deadline to apply to Graduate for June 2013 convocation ............................................................... Apr. 1
Winter term classes end ....................................................................................................................... Apr. 6
Good Friday (University is closed) .................................................................................................... April 3
Winter Term Ends ........................................................................................................................... April 30
Last day to submit final approved copies of the MRP, Thesis, or Dissertation to FGS.............. April 30
Last day to submit final approved copies of MRP or Course Only option form to
Graduate Program Office (282 WC) ............................................................................................. April 30
Summer Term courses begin ................................................................................................................ TBA
Graduate Program in Education Students’ Conference .................................................................... TBA
Spring Convocations ............................................................................................................................... June
Summer Term Ends ...................................................................................................................... August 30
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TABLE OF CONTENTS
SESSIONAL DATES 2013-2014 .............................................................................................. V
I. GENERAL PROGRAM IN EDUCATION INFORMATION ......................................... 1
A. GENERAL REGULATIONS ............................................................................................... 1
B. GRADES ............................................................................................................................... 5
C. ONTARIO VISITING GRADUATE STUDENT (OVGS) .................................................. 9
D. FINANCIAL INFORMATION ............................................................................................ 9
E. FACILITIES ........................................................................................................................ 12
F. ORGANIZATION OF THE GRADUATE PROGRAM IN EDUCATION....................... 13
G. YORK UNIVERSITY GRADUATE STUDENTS IN EDUCATION (YGSE) ................ 15
H. INDEPENDENT READING COURSE ............................................................................. 20
I. STUDENT INITIATED COLLABORATIVE INQUIRY (SICI) ....................................... 22
J. PRACTICUM SEMINAR .................................................................................................... 25
II. FACULY OF GRADUATE STUDIES POLICIES ......................................................... 28
A. FACULTY OF GRADUATE STUDIES’ POLICY ON ACADEMIC HONESTY .......... 28
B. INTELLECTUAL PROPERTY POLICY .......................................................................... 28
C. FACULTY OF GRADUATE STUDIES SUPERVISORY PRINCIPLES, POLICIES AND
PRACTICES ............................................................................................................................. 29
III.
MED PROGRAM INFORMATION ........................................................................... 29
A. ACADEMIC ADVISING AND SUPERVISION PROCEDURES ................................... 29
MEd Candidate’s Proposed Program Plan ......................................................................................... 31
MEd Report on Progress .................................................................................................................... 32
B. CHOOSING THE RESEARCH OPTION .......................................................................... 34
C. THE THESIS OPTION ....................................................................................................... 34
MEd Thesis Procedural Checklist ...................................................................................................... 40
Title page for the thesis proposal ....................................................................................................... 41
Thesis title page.................................................................................................................................. 42
D. MAJOR RESEARCH PROJECT OPTION (MRP) ........................................................... 43
MRP Procedural Checklist ................................................................................................................. 48
MRP Research Proposal Submission Form........................................................................................ 49
Title page of MRP .............................................................................................................................. 50
MEd RESEARCH PROJECT DISCUSSION REPORT ................................................................... 53
E. COURSE ONLY OPTION................................................................................................. 54
Course Only Option form ................................................................................................................... 55
IV.
PHD PROGRAM INFORMATION ............................................................................. 56
A. SUPERVISOR .................................................................................................................... 56
B. DISSERTATION PROPOSAL/COMPREHENSIVE EXAMINATION ........................... 58
Dissertation Proposal/Comprehensive Examination Checklist .......................................................... 62
Dissertation Proposal/Comprehensive Exam final report form.......................................................... 66
Dissertation Checklist ........................................................................................................................ 68
Dissertation title page ......................................................................................................................... 69
PhD report on progress form .............................................................................................................. 70
V.
GRADUATE DIPLOMA IN EARLY CHILDHOOD EDUCATION ........................... 72
OPTION A ................................................................................................................................ 72
OPTION B ................................................................................................................................ 72
OPTION A FORM .................................................................................................................... 73
OPTION B FORM .................................................................................................................... 74
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VI.
GRADUATE DIPLOMA IN ENVIRONMENTAL/SUSTAINABILITY
EDUCATION .............................................................................................................................. 75
OPTION A ................................................................................................................................ 75
OPTION B ................................................................................................................................ 75
OPTION A - FORM ............................................. ERROR! BOOKMARK NOT DEFINED.
OPTION B - FORM.................................................................................................................. 77
VII. GRADUATE DIPLOMA IN LANGUAGE AND LITERACY EDUCATION ........ 79
OPTION A ................................................................................................................................ 79
OPTION B ................................................................................................................................ 79
OPTION A FORM .................................................................................................................... 80
OPTION B FORM .................................................................................................................... 81
VIII.
GRADUATE DIPLOMA IN MATHEMATICS EDUCATION ............................ 82
OPTION A ................................................................................................................................ 82
OPTION B ................................................................................................................................ 82
OPTION A - FORM ................................................................................................................ 86
OPTION B - FORM.................................................................................................................. 87
IX.
GRADUATE PROGRAM IN POST-SECONDARY EDUCATION:
COMMUNITY, CULTURE AND POLICY ............................................................................ 88
OPTION A ................................................................................................................................ 88
OPTION B ................................................................................................................................ 88
OPTION A FORM ................................................................................................................... 89
OPTION B FORM .................................................................................................................... 90
X. GRADUATE DIPLOMA IN EDUCATION IN THE URBAN ENVIRONMENTS .... 91
OPTION A ................................................................................................................................ 91
OPTION B ................................................................................................................................ 91
OPTION A FORM .................................................................................................................... 92
OPTION A ............................................................. ERROR! BOOKMARK NOT DEFINED.
OPTION B ............................................................. ERROR! BOOKMARK NOT DEFINED.
OPTION B FORM .................................................................................................................... 93
XI.
RESEARCH INVOLVING HUMAN PARTICIPANTS ............................................ 94
Instructions for Course Work-Related Research Involving Human Participants ............................... 95
MRP AND COURSE-BASED RESEARCH: .................................................................................... 96
GUIDELINES FOR DEVELOPING INFORMED CONSENT DOCUMENTS .............................. 96
FGS – TD2 form .............................................................................................................................. 103
FGS TD3 form ................................................................................................................................. 111
Checklist for MRP or Coursework ................................................................................................... 112
FGS TD4 form ................................................................................................................................. 113
CW 1 Form....................................................................................................................................... 114
CW 2 Form....................................................................................................................................... 118
XII.
FALL 2013 AND JUNE 2014 GRADUATES AND THEIR RESEARCH .............. 119
DISSERTATIONS ........................................................................................................................... 119
MASTER OF EDUCATION THESES............................................................................................ 119
MASTER OF EDUCATION MAJOR RESEARCH PROJECTS ................................................... 120
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I.
GENERAL PROGRAM IN EDUCATION INFORMATION
A. GENERAL REGULATIONS
1. Full/Part-time Status
Students may be registered as full or part- time students.
The maximum number of terms for full-time status is as follows:
6 terms at the MEd. level (then become part-time students for total 12 terms)
18 terms at the PhD. level
To change status, students must make a formal petition in which they articulate the reason for the request
(e.g., an outline of the academic, medical or compassionate grounds upon which the request is based).
Students who are granted approval to change their status are then expected to remain in the new category
of registration for a minimum of two terms. Petition forms are available online at:
www.yorku.ca/grads/forms
Restrictions related to full/part-time status. Full-time status is necessary to apply for Graduate,
Research or Teaching Assistantships. Students registered full-time may not work more than an average of
ten hours per week while they are registered. Part-time students cannot enrol in more than 6 halfcredit courses (or equivalent) in an academic year. If they wish to enrol in more courses, they will
have to petition and register as full-time students.
2. Registration
All students must maintain continuous registration and register before the following dates to avoid
paying a $200.00 late fee:
Fall term September 4
Winter term - December 17
Summer term - April 30
Students must continue registering after finishing all coursework. Students register but do not add
any courses to their record.
3. Minimum Registration
The minimum number of terms for full-time MEd students is 3 terms.
The minimum number of terms for part-time MEd students is 6 terms.
4. Leave of Absence
Students may petition for Leaves of Absence (LOAs) up to a maximum of three terms, which may be
taken consecutively if approved. LOAs are usually requested for medical or on compassionate grounds,
although there is a one-time only elective LOA available. Students may take a total of four terms of leave
of absence over the course of the program, excluding maternal and paternal leaves. Petition forms are
available online at www.yorku.ca/grads/forms
Restrictions related to LOAs. Students may not petition for a LOA if they owe fees. In addition, LOAs
will not be granted to students who are carrying incomplete grades, unless there are extraordinary and
exceptional circumstances. In these special cases, the student must submit a schedule for the completion
of the work for the unfinished course.
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Students on LOAs are required to pay the appropriate student fees. LOAs do not count towards the time
to completion limits set out in FGS regulations (excluding external status).
Students on any type of elective leave (registered as “inactive”) MAY NOT: hold an external or internal
scholarship, receive an FGS bursary, hold an RA/GA/TA contract, be eligible for the minimum guarantee
or a CUPE 3903 rebate, receive supervisory support, receive any of the provisions normally associated
with an actively registered student.
5. External Student Status
External students are those who have completed all course requirements on either a full-time or part-time
basis and who are not physically present at the University for purposes of using its facilities or receiving
supervision (for example doing fieldwork outside the province).
Restrictions related to External Student status. Students are not permitted to register as External
students for more than three terms and must register as Full-time or Part-time in the term prior to the one
in which the degree is granted. The time on external leave is counted toward the time limits for the
degree and the student advances in year level.
6. Maternity Leave
Students may petition to request a maternity leave, not to exceed one year (three terms per child). This
maximum is separate from and may be in addition to the three terms allowed under an ordinary LOA.
Petition forms are available online at www.yorku.ca/grads/forms
Students on Maternity Leave are required to pay the appropriate LOA fee.
7. Paternity Leave
Students may petition for Parental Leave not to exceed one term (one term per child). Petition forms are
available online at www.yorku.ca/grads/forms. Students on Parental Leave will be required to pay the
appropriate LOA fee.
8. Elective Leave
After prior consultation with the Graduate Program Director, a part-time or full-time student may elect to
take a one-time-only Elective Leave of Absence.
To be eligible the following conditions must be met:
the student must have been enrolled for at least two consecutive terms prior to elective leave.
the student must NOT have incomplete grades.
students nearing the completion of their degree requirements must be registered and pay
appropriate fees as an active student in the term prior to, and the term of, completion. Such
students are therefore not eligible for the elective leave of absence.
Forms are available online at www.yorku.ca/grads/forms
9. Withdrawal from the Program
Students may withdraw in good standing from the program if the period of absence is likely to be longer
than one term and if the student is not carrying any Incompletes. A letter with reasons (academic,
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medical or compassionate) supporting the request for withdrawal in good standing should be submitted to
the Graduate Program Office. Forms are available online at www.yorku.ca/grads/forms
10. Reinstatement vs Readmission
Students previously registered in a graduate program at York who did not complete their requirements
and who wish to return to the same program may be considered for re-entry through the process of
READMISSION or REINSTATEMENT. To be reinstated former students must meet one of two criteria:
1.
They have been out of the program for no more than three terms.
and
a) they have not undertaken further university studies during their absence from the
program.
b) they were in “good standing” at the time of withdrawal from the program.
and
Or
2.
They have been out of the program for more than three terms (one year) but not more
than twelve terms (four years)
and
and
and
a) they have not undertaken further studies during their absence from the program.
b) they were in “good standing” at the time of withdrawal from the program.
c) they would require only one term to complete the degree requirements. (This usually
means they are returning solely to defend a thesis or dissertation.) The approval of the
graduate program director is required.
If former students do not meet the above, they are required to reapply. If they are readmitted the
remaining time allowed (i.e. number of terms) for completion will be specified in their readmission letter.
Forms are available online at www.yorku.ca/grads/forms
Students can also petition for reinstatement to defend their dissertation, thesis or MRP.
11. No Course Available
Students in course-work only programs of study who have not yet completed their coursework may
register as No Course Available (NCA) if no suitable course is offered in any given term. In exceptional
circumstances, other students who are unable to make meaningful progress towards completion of degree
requirements, other than by taking a course, may petition for NCA if no suitable course is available in any
given term. A description of the exceptional circumstances must be included in the petition. Petition
forms are available online at www.yorku.ca/grads/forms.
Restrictions on NCA. This provision does not apply if a student is registered as working on a
thesis/dissertation or a major research paper, or has a grade of ‘I’ recorded for a course at the end of the
previous term.
12. Withdrawal from courses
Students may withdraw from a course without academic penalty if they do so before two-thirds of the
course has been given. In these cases, the symbol “W” will be recorded in place of a grade on the
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transcript. If a student withdraws before one-third of the course has been given, the Graduate Program
may, at its discretion, waive the requirement to record a “W” on the student’s transcript.
In exceptional cases, students can petition for a waiver of these deadlines. A description of the
exceptional circumstances must be included in the petition. Petition forms are available online at
www.yorku.ca/grads/forms.
13. Petitions
Following is some information to help facilitate the process. Please also refer to the Faculty of Graduate
Studies Calendar at www.yorku.ca/grads/forms for specific details on different kinds of petitions and
forms.
Here is a list of some of the most common petitions:
1. Leave of absence
2. Extension of incomplete course work
3. Extension of program beyond the allowable 12 terms (MEd) or 18 terms (PhD)
4. Change of status (from part-time to full-time)
5. Retroactive withdrawal from a course or the program
6. Reinstatement to the program
7. Deferred entry
8. External status
9. Elective leave of absence
Documentation requirements:
1. All petitions must be accompanied by a completed Faculty of Graduate Studies Petitions
Form.
2. Anyone petitioning for an extension or a Leave of Absence (LOA) must also fill out an
additional form.
3. Requests for medical leaves must include a statement from the attending health practitioner
which includes:
a) the nature of the illness/medical condition
b) the dates of the duration of the illness/treatment
c) how the illness/treatment is/was interfering with the student’s academic progress.
4. Requests for extensions of any kind must include a plan for completion (a time line) and
statement from the course director or supervisor that supports both the request and the plan for
completion.
5. Requests for external status must include a letter from the supervisor that states that the student
will not be receiving any supervision and will not be drawing on any other services or facilities at
York University.
6. Requests for credit for external courses must include documentation proving it is a graduatelevel course, course outline, a letter from the faculty advisor/supervisor explaining why the
course is necessary, a list of other external courses which have been credited.
Here are some things to keep in mind:
1. Make sure you include in your petition the proper documentation and letters of support from the
appropriate faculty member(s).
2. Faculty members may submit their letters via e-mail.
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3. The Graduate Program Director reserves the right to ask for additional documentation.
4. If you feel you require guidance and support contact your assigned academic advisor/supervisor.
The process:
1. The student submits the petition with all necessary documentation to the graduate program office
(282 Winters).
2. The Graduate Program Director considers the petition and makes a recommendation to accept, to
reject, to ask for more information or to ask the Graduate Program in Education Executive
Committee to review the petition if it is academic in nature.
3. If no more information is deemed necessary, the Graduate Program Director signs the
recommendation and the petition is forwarded to the Faculty of Graduate Studies.
4. The Faculty of Graduate Studies makes a decision and notifies the student via e-mail with a copy
to the program.
Appeals of petitions decisions
Parties to a petition are persons who are directly affected by the petition decision and who have
participated in the original petition submission.
Parties to a petition reviewed by the Petitions Committee may appeal the decision to the Appeals &
Academic Honesty Committee (AAHC) of the Faculty of Graduate Studies. Appeals will be heard
only if leave is granted by the AAHC.
For details about the appeals process, please go to www.yorku.ca/grads/cal/regs.htm
B. GRADES
Due dates for grades to be submitted to the Registrar’s Office by course directors are:
Fall term - January 15th
Winter term - May 15th
Summer term - September 15th
The regulations of the Faculty of Graduate Studies designate that coursework be graded as follows:
A+ (90 – 100%) - excellence in writing, research and reading combined with originality. Publishable.
A (85 – 89%) - work that shows a superior command of the subject, clearly written, competently
researched.
A- (80 – 84%) - work that shows a superior command of the material but with flaws in research and/or
presentation.
B+ (75 – 79%) - work that shows a sound command of research, writing and reading skills but that may
be flawed in some visible and correctable way.
B (70 – 74%) - work that meets minimum expectations of a graduate student in research, writing and
reading skills.
C (60 – 69%) - unsatisfactory work; flawed in methodology or critical assumptions; incoherently
organized, poorly written or superficially researched.
F (0 – 59%) – failure
I (Incomplete)
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1. Grades of ‘I’
When a student’s coursework is not completed and evaluated by the appropriate grade reporting dates, the
award of ‘I’ may be approved by the Graduate Program Director. A grade of ‘I’ must be removed within
two months of the reporting date for a half-course or within four months of the reporting date for a fullcourse. Extension of this time is possible only upon successful petition through the Graduate Program
Office. If the grade of ‘I’ is not removed by the end of the specified period, it will become a grade of ‘F’.
2. Combinations of ‘C’ grades which require withdrawal unless continued registration is
recommended and approved.
A student who has received in total any of the following combinations of grades for graduate courses may
not continue to be registered in the Faculty of Graduate Studies and in a graduate program unless this
continuation is recommended by the Program Director and approved by the Dean:
(a) two ‘C’ grades for full courses;
(b) one ‘C’ grade for a full course and one ‘C’ grade for a half course;
(c) a total of three ‘C’ grades for half courses.
In no cases will grades be averaged.
3.
Combination of ‘F’ and ‘C’ grades which require withdrawal
A student will be required to withdraw from a graduate program and registration in the Faculty of
Graduate Studies will be terminated if the student receives in total for graduate courses, during enrolment
at York University:
(a) one ‘F’ grade for a full course or two ‘F’ grades for half courses; or
(b) one ‘F’ grade for a half course and one ‘C’ grade for a full or half course.
In no cases will grades be averaged.
4. Grade Reappraisals
Grade reappraisals in the Faculty of Graduate Studies are governed by the Senate Principles Regarding
Grade Reappraisals, which can be found here:
http://www.yorku.ca/secretariat/senate/committees/sac/SACGradeReappraisals.html.
5.
Procedures for Grade Petitions (Approved by Education Graduate Council, May 26, 1994)
Early in each course, instructors have the responsibility of clarifying assignments, their weighting, and the
deadlines which students are expected to observe. Students have the right to petition the grades received
on written work, but not for seminar presentations or for seminar participation. The following are the
Petitions procedures for grade reappraisals.
1.
a)
Upon notification of a grade, a student who is dissatisfied with that grade should
personally contact the Course Director to discuss the grade, receive clarification on the
criteria used in evaluating the work, and possibly request a reassessment of the paper.
(a)
In the event the Course Director is unavailable (e.g., out of the province, on sabbatical,
etc.), the student may wish to seek the advice of the Program Director and/or proceed to
Step 2 below.
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(b)
2.
In the event that the student chooses to proceed with a formal Petitions process, the initial
appointment with the Course Director and/or Program Director will serve as a “Notice of
Petition”.
A “Petition” or a “Notice of Petition” must be filed no later than 15 days from the date that the
grade notification is sent to the student.
A “Notification of Petition” is simply a written statement indicating that a petition is to be filed.
A “Petition” states what is being petitioned and the grounds for the petition (see sample “Grade
Petitions Form” on next page).
In the case of petitions concerning grades, the request for grade reappraisal should be
accompanied by the following materials:
 a clean copy of the original paper under review;
 any formal assignment instructions or agreements between student and the Course
Director;
 a statement of the petition and the grounds for the petition.
This material constitutes the petition file.
3.
The Program Director is charged with selecting a committee of no fewer than two faculty
members knowledgeable in the area addressed by the submitted work. That Com0mittee may
request additional information from participants involved in the petition. Such information may
include additional supporting materials. The Committee will follow normal Faculty of Graduate
Studies standards in evaluating the work and will provide a written justification for the grade
assigned in the reappraisal of the paper. The Committee will notify the Program Director in
writing of their decision.
4.
The Program Director will inform the student of the decision of the Committee.
5.
A formal appeal of the decision of the Committee may be made to the Faculty of Graduate
Studies. Such an appeal may be made on procedural grounds only.
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Grade Petitions Form - Graduate Program in Education
________________________________________
Student’s Name
________________________________________
Student’s Number
________________________________________
Course Number
________________________________________
Course Director
Grounds for Petition:
PLEASE ATTACH PERTINENT DOCUMENTS ( a clean copy of the paper is necessary along with any
formal assignment instructions or agreements between student and Course Director).
_____________
Date
________________________________
Signature of Petitioner
9
C. ONTARIO VISITING GRADUATE STUDENT (OVGS)
If you would like to take a course outside of York University at another Ontario University, you must
submit the OVGS application form with the following material:
1. a statement indicating that a course covering material comparable to the course being requested is
not offered at York,
2. a statement of how the course complements the student’s plan of study with an approval signature
from the student’s advisor/supervisor,
3. a copy of the calendar copy describing the course or a course outline for the course that is the
focus of the request,
4. a listing of any other courses taken under the OVGS rubric (the list should include the name of
the host university) and,
5. if OVGS requests for courses are submitted after the drop/add date here at York, the student must
provide a rationale for why the request was not submitted earlier.
The form is available online at http://www.yorku.ca/grads/forms/VisitingGradStudentApp.pdf
.
D. FINANCIAL INFORMATION
All full-time students entering the Graduate Program in Education are guaranteed financial assistantship.
The exact amount of assistantship is spelled out in the admissions offer funding letter. Full-time MEd
students are guaranteed funding for up to two academic years and doctoral students are guaranteed
funding up to five academic years.
Go the Faculty of Graduate Studies web site http://www.yorku.ca/grads/money_matters/funding.html
for details about the various funding opportunities like:
1. Assistantships (Teaching, Research and Graduate)
2. York Scholarships
The Graduate Program in Education has York Scholarships available for exceptionally qualified students
first entering the MEd or the PhD Program. These are admission scholarships only and therefore not
renewable.
3. Doctoral Entrance Scholarship
The Graduate Program in Education awards one entrance scholarship to the top ranking doctoral applicant
as determined by the Graduate Admissions Committee and the Graduate Program Director.
4. Susan Mann’s Dissertation Scholarship
The Susan Mann’s Dissertation scholarship is awarded by the Faculty of Graduate Studies to encourage
and assist outstanding students in the final year of the doctoral study to concentrate exclusively on their
dissertations. It is designed to be awarded to students who have made significant progress on the research
and writing of their dissertations, and who will forge ahead independently and with their supervisory
committees. The scholarship is valued at $23,000.
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5. Provost Dissertation Scholarship
The Provost Dissertation Scholarship is awarded to encourage and assist outstanding students in their
final year of doctoral study to concentrate exclusively on and complete their dissertation. This award is
designed to assist students financially and with a faculty facilitated, peer-reviewed dissertation
completion writing workshop. It substitutes the research-funding component of other dissertation awards
with a writing workshop focused on dissertation chapter completion. Supervisory committees play a role
by committing to review their own students’ work, adhering to a mutually agreed-up and realistic
schedule. The scholarship is valued at 23,000.00
6. SSHRC/OGS
The Social Sciences and Humanities Research Council of Canada (SSHRC) and the Province of Ontario
(OGS) offer Fellowships for which students are encouraged to apply. Application forms for these
scholarships are available online. Deadlines for applications are early fall of each year. Students should
begin working on their application well in advance of the deadline, as transcripts, letters of
recommendation, a statement of research and CV are required.
7. Other Scholarships
The Faculty of Graduate Studies regularly posts on its website and through e-mail notification of
scholarships and special funding initiatives. In addition, students are encouraged to visit Scott Library and
take advantage of several reference works that list foundations that support research and scholarship.
8. Other University Sponsored Funds
a) Graduate Development Fund. The GDF is administered by the Faculty of Graduate Studies Awards
Committee. The purpose of the fund is to help “subsidize students’ travel costs to a recognized academic
event where they present their scholarly or creative work.”
Applications for the Graduate Development Fund are accepted once per year, in the Spring.
Announcement of the deadline date can be found on the Faculty of Graduate Studies web site.
b) Research Costs Fund.
The Research Cost Fund (RCF) defrays costs directly connected to research undertaken by full-time,
registered York graduate students who are or have been members of CUPE 3903 Unit 1.
Applications for the RCF are accepted twice per year—once in Spring and once in Fall.
The applications will be available on the Faculty of Graduate Studies web site
c) Fee Bursaries. A fund is available from the Faculty of Graduate Studies for the Fall/Winter, and
Summer terms to assist students who may face additional financial difficulty meeting fee payments.
Students apply via the internet.
d) Financial allowances for MRPs, MA Theses and PhD Dissertations as agreed in CUPE contract
Article 15.07. “Upon request by any full or part-time York graduate student who is a member of the
bargaining unit or who has been a member of the bargaining unit and who submits her Master’s
thesis/PhD dissertation for defence, or where permitted by a graduate program, submits a Major Research
Paper instead of a Master’s thesis, the Employer shall grant such an individual up to $200 towards the
cost of the final form of her Major Research Paper or up to $300 towards the cost of production of the
final form of her Master’s thesis, and, where applicable, up to $400 towards the cost of production of the
final form of her Doctoral dissertation, on receipt of an invoice substantiating costs incurred.”
Application forms for reimbursements are available from the Thesis Secretary, FGS.
11
8. GSA Emergency Loan
The GSA (Graduate Students Association) provides short-term interest-free loans to graduate students
who encounter temporary financial difficulties. At present, the maximum amount loaned is $250.00 with
a repayment schedule of four months. To qualify, you must be a full-time York Graduate student in good
standing in the Program. To obtain a loan, contact the GSA President or Treasurer in 325 Student Centre
(736-5865).
9. YGSE Student Conference Funding
All graduate students in Education are eligible to apply for partial conference funding through YGSE.
YGSE has only a limited amount of funding available to subsidize students attending and/or presenting
papers at conferences. Preference will be given to students who are presenting. In order to fund the
maximum number of YGSE members, the following criteria have been used to assess all funding
requests.
a) Full or Part-time Status: Full-time students (who are only permitted to work up to ten
hours/week) and part-time students (who identify themselves as under or unemployed) will be given
preference. Part-time students who are employed on a full-time basis are asked to be considerate of
other members' financial situations, and explore other funding avenues (as described below). Priority
will be given to students with dependents considering the above criteria.
b) Attending or Presenting: YGSE typically funds students who are presenting papers at conferences.
However, partial funding may be awarded to students attending (rather than presenting at)
conferences. Reimbursement will be based on costs incurred, finances permitting.
c) Number of Requests: YGSE can only offer students funding once each year. If and when funds
remain, additional requests may be considered. To be considered for this funding, you are asked to fill
in a YGSE Conference Fund application (copies available in 030 Winters College) for any one
conference that you hope to attend during the 2009-2010 academic year. The deadline for this
application is usually in the Spring. Application submitted after the deadline will not be considered.
Applications should be sent to the YGSE Treasurer or the YGSE Chair. Any funding awarded will be
granted after proof of conference attendance (e.g.,receipt for registration, program). If you would like
to get more details about your eligibility, you can contact the OGF committee.
d) Additional Funding Options: Since YGSE can provide only limited conference funding to students,
we encourage all members, particularly those who are eligible to apply for additional funds outside
the university, to explore other funding options. Full-time graduate students may also apply for
funding through the Graduate Student Association (located in Suite 325 of the Student Centre
Complex or phone 736-5865). Graduate students who are also members of CUPE 3903 are eligible
for conference funding through CUPE's Travel and Professional Development Fund (forms can be
downloaded at: www.cupe3903.tao.ca) or contact the Professional Development Coordinator at 7365154. Part-time graduate students may apply to the Graduate Development Fund and the GSA. In
addition, many graduate students in Education may be eligible for funding through one or more of the
teachers’ unions. Part-time graduate students who are employed full-time in a unionized position are
encouraged to contact their union's head office to ask about available conference funding for
members.
12
E. FACILITIES
1. Office /Work Space
The work space for all our graduate students is located on the courtyard level of Winters College 030.
This is a place for students to work, not socialize. Mailboxes for all students are located here. Access to
the room will be by a “proximity card”. The cards can be picked up at Orientation or from the graduate
office, 282 Winters College after Orientation.
All teaching assistants and course directors will be assigned office space on the second floor of Winters
College by Kate Singh, Manager, Office of the Dean, Faculty of Education (239 Winters College –
[email protected]).
2. Students’ Lounge
The Graduate Students in Education Lounge is located across from the work space in Winters 029.
The lounge has a microwave, refrigerator and sink for graduate students’ use. This is a place to socialize.
The code for the room can be obtained from the graduate office – 282 Winters College.
3. E-mail and Computer Accounts
All students must obtain an official Faculty of Education e-mail and computer account so that they
can keep up to date on announcements on our e-mail system, the online learning network of the Faculty of
Education.
All announcements and correspondence will be forwarded to your edu.yorku.ca e-mail only.
Students are responsible for checking their edu.yorku.ca account on a regular basis.
All graduate student offices are equipped with computers. If students do not have a computer at home,
they can check their e-mail and do word processing in Winters 030. The use of computers is on a firstcome first-serve basis. In addition, students may use the resources available at the Education Resource
Centre in the TEL building.
4. Extended Library Loan Privileges
The Faculty of Graduate Studies Library Policy on Extended Loan Privileges states:
Graduate Students may apply for extended loan privileges at the circulation desk, Scott Library,
by submitting a signed letter from the Graduate Program in Education Coordinator.
Extended loan privileges automatically carry over from year to year. Students are not required
to submit subsequent letters.
Students may obtain the extended library loan memo from the Graduate Program in Education
Coordinator in Winters 282 B.
5. Free printing
All graduate students (current and new) are provided with a one-time only printing allocation, usable for
the duration of their studies through to August 2017. Printing allocation is based on term of study:
One Year Masters - $75
Two Year Masters - $75 (per year for 2 consecutive years)
PhD - $300.00
The free printing is also available in the William Small Centre – Computer Lab and in our computer lab
030 Winters College
13
F. ORGANIZATION OF THE GRADUATE PROGRAM IN
EDUCATION
All the policy making work of the university is accomplished by committees and councils. The Graduate
Program in Education is a program of the Faculty of Graduate Studies. Within the Graduate Program in
Education, the following committee structure is used:
1. Graduate Program in Education Council [GPEC]
The GPEC promotes and coordinates Graduate Studies in Education. It establishes and maintains
uniformly high standards of graduate education and research within the program through regular
review of graduate teaching faculty, curricula and resources and by the adoption of regulations
governing standards of admissions, examinations and degree requirements and discusses and
evaluates both established and proposed programs. Membership consists of: full-time, tenure
stream, Faculty of Education members who have an appointment in the Faculty of Graduate Studies
(including sabbaticants), members of other faculties of York University who hold an appointment in
the Graduate Program in Education, and a student member of the Graduate Program in Education.
The Chair of the GPEC is the Graduate Program Director or her/his designate.
2. Graduate Executive Committee (GEC)
Grad Program Director, 4 faculty members and 1 Phd and 1 MEd student, but one vote
Meeting Frequency: usually every two weeks in the Fall and Winter terms
Responsibilities: (a) initiate and refer business to the Graduate Program in Education Council
(Graduate Council) and its committees; (b) recommend the appointment/reappointment of Graduate
Program members to the Faculty of Graduate Studies; (c) advise the Graduate Program Director on
academic policy and planning for the Program; (d) approve on behalf of the Graduate Council and
submit to the Faculty of Graduate Studies the proposed descriptions for new or revised graduate
courses; (e) approve on behalf of the Graduate Council proposals for Independent Studies (Directed
Readings), Practicum Seminar or Student Initiated Collaborative Inquiry courses; and (f) review
from time to time the academic standards of the Graduate Program in Education, recommend to
Graduate Council changes to Program regulations and procedures.
3. Admissions Committee
1 Grad Executive Committee member, 7 faculty members, 1 student
Meeting Frequency: once a month in the fall; intense meetings in the Winter term.
Responsibilities: (a) advise on the suitability for admission of individual applicants; (b) review
and/or recommend statements of admission criteria and procedures; (c) advise the Graduate Program
Director and the Graduate Council on all matters of policy relating to admissions; and (d) undertake
such other responsibilities as from time to time may be delegated by Graduate Council.
4. Awards Committee
1 Grad Executive Committee member, 3 faculty members
Meeting Frequency: 2 to 3 planning meetings and 3 to 4 full day meetings in the fall
Responsibilities: (a) review and recommend nominees for student awards; (b) recommend graduate
faculty members for nomination for the Faculty of Graduate Studies Teaching Award; and (c) advise
the Graduate Program Director and Graduate Council on matters pertaining to awards. They also
select the nominated dissertation, thesis and MRP for the calendar year.
14
5. Human Participants Review Committee
1 Grad Executive Committee member, 3 faculty members ( and, as need arises, additional ad hoc
members)
Meeting Frequency: 2 formal meetings a year with the balance of duties devoted to ad hoc review of
proposals.
Responsibilities: (a) informed by the standards for the conduct of ethical research approved by the
Graduate Program and the university, review proposals for research from students enrolled in the
Graduate Program in Education and either recommend that the proposal satisfies the standards or
make recommendations outlining the necessary steps to be taken in order for the proposal to satisfy
the standards; (b) informed by the standards for the conduct of ethical research approved by the
university, review proposals for research from faculty members in Education and either recommend
that the proposal satisfies the standards or make recommendations outlining the necessary steps to be
taken in order for the proposal to satisfy the standards; and (c) advise the Graduate Program Director
and the Graduate Council on matters relating to the ethical conduct of research.
6. Visiting Scholars and Summer Institute Committee
3 faculty members, 1 YGSE representative, and 1 Graduate Executive Committee member
Meeting Frequency: 3 to 4 meetings per year with additional meetings as required
Mandate: Harness the intellectual life of the Faculty and complement other Faculty initiatives by
bringing in visiting scholars.
Responsibilities: (a) contribute to the planning for the annual Summer Institute by inviting and
reviewing proposals from FGS-appointed faculty for themes and/or visiting scholars and making final
recommendations to the Dean; (b) contribute to the intellectual life of the Faculty by organizing and
promoting seminars of visiting scholars and York faculty; (c) review and approve applications for
prospective visiting doctoral students; (d) other activities as required.
7. Faculty of Graduate Studies Committees and Council
Graduate Program Director, 1 faculty member and 1 student
The Graduate Program in Education is entitled to three seats on the FGS Council and may elect
members to the standing committees of the Faculty of Graduate Studies. One of these seats is for the
Graduate Program Director and the other two are elected positions.
15
G. YORK UNIVERSITY GRADUATE STUDENTS IN EDUCATION
(YGSE)
The YGSE is the association that represents part- and full-time graduate students in the Faculty of
Education. It is a forum for graduate students to exchange views on their experience in the faculty, to
share information from the various committees on which they may be sitting, to help committee members
make important decisions which can affect the running of the graduate program, and to meet new
colleagues. Its membership is drawn from volunteers each September and it meets approximately every 6
weeks during the fall-winter term. Graduate students are encouraged to put forward their names for one of
the committee positions available (the nomination and election process is usually announced in
September) and to attend the first YGSE meeting which will be held towards the end of September (the
date, time and place will be provided closer to the beginning of the academic year). This is an excellent
opportunity to better understand and more fully participate in the faculty and the university.
1. Chair of the YGSE (1 elected position for PhD student)
The Chair of the York Graduate Students in Education (YGSE) is responsible for serving as a liaison
between the YGSE and the Graduate Program in Education. During the 2013-2014 academic year, the
YGSE Chair position carries a potential 0.5 GAship contingent upon the candidate's eligibility to
accept within the parameters of FGS funding.
The YGSE Chair is responsible for:
- Attending and sharing YGSE reports at Graduate Executive meetings (monthly) and Graduate
Council meetings (usually held a few times a year)
- Regularly communicating by email with the Graduate Program Director and education graduate
students (e.g. important announcements, YGSE meeting dates & meeting minutes, Education
Grad News)
- Responding in a timely manner to education graduate students’ YGSE related questions and
concerns
- Organizing and chairing YGSE meetings (usually every 6 weeks) and ensuring that all graduate
student representatives share reports
- Organizing YGSE elections by the end of September (following election procedures in the YGSE
Draft Governance Document)
- Speaking in MEd and PhD seminar classes about the YGSE and elections at the beginning of
September
- Regularly communicating and working with YGSE graduate student representatives and subcommittees (e.g. Graduate Student Governance Committee; Finance Committee)
- Assisting the Graduate Conference Coordinator with planning and facilitating the Graduate
Conference (and sharing opening remarks at the conference)
- Welcoming incoming MEd and PhD at summer orientation sessions (late July or August)
- Organizing a Welcome Social (on campus) for all incoming and returning education graduate
students in early/mid-September
- Organizing a CUPE 3903 information session for education graduate students in the fall term
- Assisting with the Faculty-Graduate Student Meet & Greet in the fall term (funded by the
Graduate Program in Education)
- Attending Faculty-Graduate Student Events (e.g. Rookie Hot Shot, Open Forum, Faculty
Research Celebration, Graduate Program Retreat, YGSE socials)
16
-
Maintaining up-to-date YGSE files to be passed along to the incoming YGSE Chair (e.g. meeting
agendas, minutes, email announcements, chair reports)
Submitting a final report to the YGSE, Education Graduate Program Director, and Graduate
Council.
Interested candidates should note the following requirements for the position: full-time PhD student
in the Faculty of Education who has completed coursework and has prior YGSE experience.
Experience on faculty committees and university-wide organizations (e.g. Graduate Students’
Association) would be considered an asset. The YGSE Chair position begins on July 1, 2013 and ends
on June 30, 2014.
2. Vice-Chair of the YGSE (1 elected position for PhD student)
The vice-chair position was developed in the summer of 2012 in order to delegate and share
responsibilities related to the position of chair of the YGSE. Duties will be discussed between the
chair and vice-chair, and may include chairing meetings, assisting with the Graduate Conference
committee and coordinating various meetings, events, and/or activities. The vice-chair may also wish
to run for the chairship in the following academic year. This position will be elected over the summer
months. The vice-chair should be a doctoral student who has served on the YGSE in some capacity
beforehand and who has finished coursework.
3. Master’s Representative (1 elected position for MEd student)
The Masters Representative is responsible for attending YGSE meetings and serving as a liaison
between masters students and the YGSE.
4. Urban Aboriginal Education Cohort Representative (1 elected position for cohort)
The Urban Aboriginal Education Cohort Representative must be enrolled in the Urban Aboriginal
Education Masters of Education Program. This representative is responsible for attending YGSE
meetings and serving as a liaison between the cohort and the YGSE. For more information, please
contact the YGSE chair.
5. Treasurer of the YGSE (1 elected position)
The treasurer is responsible for issuing cheques approved by the finance committee, keeping financial
records, adjudicating the YGSE conference fund applications (usually in June), and submitting the
appropriate paperwork to the GSA in order to receive our OGF monies (twice a year). It is advisable
for the treasurer to act as the person responsible for accepting applications for OGF monies and
convene OGF committee meetings as needed.
6. Finance Committee (3 elected positions)
Representatives on this committee will meet and work with the treasurer to consider applications for
funding and expenditures from our OGF funds (which we receive from the GSA). A major task of
this committee is to assist the treasurer in adjudicating the YGSE conference fund applications, which
are usually due in June.
7. Graduate Conference Coordinator (1 elected position)
The Graduate Conference Coordinator is responsible for planning and facilitating the Education
Graduate Conference (usually held in the spring). More specifically, the Graduate Conference
Coordinator is responsible for:
17
-
Forming a Graduate Conference Committee of education graduate students and chairing meetings
throughout the academic year
Reporting regularly on planning progress at YGSE meetings, to the YGSE Chair and/or Vice
Chair, and the Education Graduate Program Director
Selecting a conference theme
Developing and sending out the call for conference paper proposals
Speaking in education graduate classes about the conference (usually in January & February)
Responding to students’ questions and concerns regarding the conference
Reviewing conference paper proposal submissions
Designing the conference program
Pursuing various sources of funding and donations
Contacting faculty and graduate students to be moderators and discussants for conference
sessions
Arranging the keynote speaker(s) or panel
Developing the conference budget
Booking catering and social venues for the conference and social
Organizing conference registration (e.g. Online and/or in person)
Coordinating conference volunteers throughout the planning and implementation of the
conference
Submitting a final report on the Education Graduate Conference to the YGSE and Education
Graduate Program Director.
The Graduate Conference Coordinator is a paid position (0.5 GAship for the Winter term).
Preliminary conference planning usually begins late in the fall semester (November 2013). Interested
candidates should note the following requirements for the position: full-time graduate student in the
Faculty of Education; prior experience on graduate conference committees; attendance at previous
YGSE conferences; and willingness to attend all YGSE meetings throughout the year.
8. Graduate Conference Communications Coordinator (1 elected position)
The Graduate Conference Communications Coordinator assists the Graduate Conference Coordinator
with the reviewing of communication materials related to the Graduate Conference (usually held in
the spring). For more information, please contact the Graduate Conference Coordinator.
9. Graduate Student Conference Committee
All education graduate students are welcome to join this committee. The Conference Committee
meets at regular intervals throughout the year with the conference coordinator to plan and execute the
graduate student conference, which takes place in the spring.
10. Social Committee
All education graduate students are welcome to join this committee. Members of this committee are
responsible for planning socials for education graduate students during the academic year.
11. Recording Secretary (1 elected position)
The Recording Secretary is responsible for taking minutes during each YGSE meeting and sending
them to the Chair.
18
12. Graduate Lounge Manager (1 elected position)
The Graduate Lounge Manager is responsible for checking our graduate lounge space in Winters
College and ensuring the space is well-stocked with communal items (coffee, tea, sugar, etc.). The
lounge manager will work with the treasurer and finance committee in order to maintain these items.
The lounge manager will communicate any issues that arise in the lounge to the chair.
13. GSA (Graduate Student Association) Council Representative (2 elected positions)
This student association represents the interests of most graduate students at York. Education GSA
representatives attend monthly GSA meetings (usually held on the third Thursday of the month).
They share education graduate student concerns with the GSA Council and provide monthly GSA
reports to the YGSE.
14. CUPE 3903 (Union) Steward (1 elected position)
The steward acts as the liaison between the graduate student union and education graduate students.
The CUPE 3903 is responsible for attending union meetings and YGSE meetings.
15. FGS (Faculty of Graduate Studies) Council Representative (1 elected position)
The FGS Council makes policy and curriculum decisions affecting most graduate students at York.
The Education FGS representative is responsible for attending monthly FGS meetings and sharing
FGS reports with the YGSE.
16. C&P (Coordinating and Planning) (1 elected position)
The C&P representative is responsible for attending Faculty of Education Planning and Coordinating
meetings which are usually held each month from September to June. The student representative is a
voting member of the C&P Committee.
17. Faculty Council Representative (1 elected position)
The Faculty Council Representative is responsible for attending Faculty of Education Council
Meetings which are usually held each month from September to June.
18. C&P Sub-Committee on Technology (1 elected position)
This committee advises on the acquisition of computer hardware and software, multi-media learning
materials, and print materials. It also develops and reviews policies on the use of technology-based
learning materials and facilities and recommends technology-based instructional development
activities for faculty and students. The student representative is responsible for attending technology
meetings and reporting to the YGSE.
19. Curriculum Committee Representative (1 elected position)
The student representative is responsible for working with the curriculum committee on Faculty of
Education curriculum-related issues.
20. Visiting Scholars and Summer Institute Committee Representative (1 elected position)
This committee plans for the annual Summer Institute and makes decisions regarding requests for
visiting scholars.
19
21. FAC (Faculty Awards Committee) (1 elected position)
The FAC student representative assists the committee in planning and executing faculty research
awards and events.
22. Admissions Committee Representative (1 elected position for PhD student)
The admissions representative is responsible for assisting the committee with applications for
potential future PhD and Med students. The bulk of the committee work occurs in the winter term.
The representative on this committee should be a PhD student who has completed their coursework
and has previous YGSE experience.
23. Tenure and Promotion Committee Representative (1 elected position for PhD student)
This committee reviews and votes on tenure and promotion files. As student representative you will
review all files and take part in the committee’s deliberations. The representative on this committee
should be a PhD student who has finished their coursework and who has previous YGSE experience.
24. Tenure Stream Appointments Committee representative (indefinitely in sleep mode)
This committee is responsible for hiring tenure stream appointments. The graduate student
representative is responsible for reviewing application packages from candidates, taking part in
interview sessions, and representing graduate student interests in deliberations with other committee
members. The representative on this committee should be a PhD student who has finished
coursework and who has served previously on the YGSE.
20
H. INDEPENDENT READING COURSE
Proposal Guidelines Approved by Council, Winter, 1996
A proposal for an Independent Reading Course contains the following components:
(a)
an Independent Reading Course Proposal Form Cover Sheet (see page 21). This form requires
the signature of the student and the approval of the Course Director and Graduate Program
Director BEFORE the Independent Reading Course can begin. Please note that approval is not
automatic and the Graduate Program Director may request clarification of the Independent
Reading Course before granting its approval. Proposals must be typed.
(b)
the provision of a specific title for the course indicating the focal area of interest. This is
simply the name of the course. Please note that it is not sufficient to name the course as either
Independent Reading or Directed Study. The title should not have more than 40 characters,
including spaces.
(c)
a description of the topic of the course. This description should situate the course within a
theoretical/conceptual framework and should indicate the specific areas that will be emphasized.
Independent Reading Courses must not overlap with courses offered within the current academic
year and may not be used for the preparation of a literature review for a thesis or research project.
(d)
a rationale for proposing the course. A rationale should incorporate:
a discussion of the place of the Independent Reading Course in the student’s overall
graduate program,
an indication of whether or not the proposed course is available in current offerings in the
Faculty of Graduate Studies,
a statement outlining why this topic is a special interest of the student,
a discussion of any related research work the student has undertaken in this area.
(e)
a preliminary bibliography. This bibliography should be linked closely with the title and
description of the course. For the purposes of the proposal, it is considered a preliminary reading
list and not the entire listing of the resources the student will use in pursuit of the directed
reading; however, it is expected that the bibliography will reflect substantive theoretical concerns
addressed in the course description. Photocopies of bibliographies from other sources will not be
accepted.
(f)
a statement detailing arrangements for the course. In this statement the following should be
specified: frequency of meetings and the duration of meetings.
(g)
a statement outlining the work required for the course. In this statement the following should
be specified: the regular expectations for the course (independent of assignments) and the
assignments for the course. Regular expectations for the course would include meetings with the
course director, readings and so on. Since attendance at these meetings is part of the regular
expectation of the course, it is anticipated that attendance should not be allotted a grade
weighting. The substance of the course assignments should be described. For example, one
assignment might be an individual paper.
(h)
a statement indicating the relative weighting for each of the assignments.
Deadlines
Graduate students are urged to plan well. If a student is requesting to undertake an Independent Reading
Course, the application should be submitted WELL BEFORE the drop and add period for the semester
during which the Independent Reading Course is to be undertaken. Because Independent Readings
courses are like any other courses that are offered, faculty and students should ensure that proposals are
submitted in a timely manner so that they can be reviewed by the Graduate Executive Committee and, if
necessary, any issues needing clarification in the proposal are addressed.
21
Independent Reading course proposal form
YORK UNIVERSITY
Faculty of Graduate Studies
Graduate Program in Education
Independent Reading Course (EDUC 5900 Cr.=3.00) Proposal Form Cover Sheet
Date of Submission: ___________________________________________
Proposed Date of Onset of Independent Study: _______________________
Title (no more than 40 characters including spaces): ____________________________________
_____________________________________________________________________________
Student’s Name:____________________________________________________________
Student’s Number: __________________________________________________________
Student’s Signature: _______________________________________________________
Course Director: ___________________________________________________________
Course Director’s Signature: _________________________________________________
Graduate Executive Committee Approval/
Program Director’s Signature: ______________________________________________
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I. STUDENT INITIATED COLLABORATIVE INQUIRY (SICI)
Course Description
Student Initiated Collaborative Inquiry (SICI) EDUC 5910 Cr=3.00
Calendar Course Description
SICIs are course offerings designed to enable two or more students to pursue a research interest which is
not covered by available courses. Content areas are proposed by two or more students and will be offered
subject to the availability of a faculty member with expertise in the area of interest and the approval of the
Graduate Executive Committee.
Expanded Course Description
The doctoral program in Education allows for three types of Negotiated Studies Courses: (a) Independent
Reading, (b) Practicum Seminar, and (c) Student Initiated Collaborative Inquiry (SICI). SICIs are course
offerings which vary between 1.0 and 3.0 in credit weight as required to meet candidate study needs and
as set out in the Plan of Studies in conjunction with the candidate’s faculty mentor. They are, in essence,
special forms of Independent Reading Courses that focus on collaboration between/among two or more
individuals to investigate a common topic of interest. SICIs require a written proposal (see guidelines).
All SICI courses are subject to the approval of the Graduate Executive Committee.
Faculty Resources
All Graduate Program in Education faculty
Evaluation
To be negotiated between students and faculty member(s)
Bibliography
Given the nature of the course, a bibliography will be presented with the proposal for the SICI
Guidelines for the Preparation of a SICI Course Proposal
A proposal for a Student Initiated Collaborative Inquiry Course contains the following components:
(a)
Student Initiated Collaborative Inquiry Course Proposal Form Cover Sheet. This form requires
the signatures of the students and the approval of the Course Director and Graduate Executive
Committee BEFORE the Student Initiated Collaborative Inquiry Course can begin. Please note
that approval is not automatic and the Graduate Executive Committee may request clarification of
the Student Initiated Collaborative Inquiry Course before granting its approval. Proposals must
be typed.
(b)
the provision of a specific title for the course indicating the focal area of interest.
This is simply the name of the course. Please note that it is not sufficient to name the course as
either Student Initiated Collaborative Inquiry or Directed Study. The title should not have more
than 40 characters, including spaces.
(c)
Student Initiated Collaborative Inquiry Courses must not overlap with courses offered within the
current academic year and may not be used for the preparation of a literature review for a thesis,
major research paper or dissertation.
23
(d)
(e)
(f)
(g)
(h)
 a discussion of the place of the Student Initiated Collaborative Inquiry Course in the
student’s overall graduate program,
 an indication of whether or not the proposed course is available in current offerings in the
Faculty of Graduate Studies,
 a statement outlining why this topic is a special interest of the students,
 a discussion of any related research work the students have undertaken in this area.
accepted.
specified: frequency of meetings and the duration of meetings with the faculty member.
assignments for the course. Regular expectations for the course include meetings with the course
director, readings and so on. Since attendance at these meetings is part of the regular expectation
of the course, it is anticipated that attendance should not be allotted a grade weighting. The
substance of the course assignments should be described. For example, one assignment might be
an individual paper.
Deadlines
Graduate students are urged to plan strategically. If students are requesting to undertake a Student
Initiated Collaborative Inquiry Course, the application should be submitted WELL BEFORE the drop and
add period for the semester during which the Student Initiated Collaborative Inquiry Course is to be
undertaken. Because Student Initiated Collaborative Inquiry courses are like any other courses that are
offered, faculty and students should ensure that proposals are submitted in a timely manner so that they
can be reviewed by the Graduate Executive Committee, and, if necessary, any issues needing clarification
in the proposal are addressed.
24
SICI Proposal Form
YORK UNIVERSITY
Date of Submission: _____________________________________________________________
Proposed Date of Onset of Student Initiated Collaborative Inquiry: ________________________
Proposed Title (no more than 40 characters, including spaces): ____________________________
______________________________________________________________________________
Note: All students must complete and sign a single form.
Student’s Name and Number: ________________________________________________
Student’s Signature:____________________________________
Student’s Name and Number: _______________________________________________
Student’s Signature:___________________________________
Course Director: ___________________________________________
Course Director’s Signature: ______________________________
Program Director’s Signature: _________________________________________________
25
J. PRACTICUM SEMINAR
Course Description
Practicum Seminar EDUC 5915 Cr=3.00
Calendar Course Description
The Practicum Seminar uses the university teaching experiences of graduate students to develop focused
offerings on topics which link that teaching to issues in Language, Culture and Teaching within higher
education settings. These Practicum Seminars are subject to the availability of faculty members and the
approval of the Graduate Executive Committee.
Expanded Course Description
The doctoral program in Education allows for three types of Negotiated Studies Courses: (a) Independent
Reading (b) Practicum Seminar, and (c) Student Initiated Collaborative Inquiry (SICI). The Practicum
Seminar is a special instance of a Directed Readings or SICI course. The Practicum Seminar not only can
be used as the basis of linking teaching assignments at the university level to issues in language, culture
and teaching but it may involve opportunities such as conducting field-based research focused on
language, culture and teaching within the graduate teaching assignment. The Practicum Seminar may
also include having the graduate teaching assignment observed and commented upon by the faculty
member who has agreed to offer the course. The Practicum Seminar may vary in weighting from 1.0 to
3.0 in credit weight. Like the Directed Readings and the SICIs, the Practicum Seminar requires a written
proposal (see guidelines).
Faculty Resources
All Graduate Program in Education faculty
Evaluation
To be negotiated between students and faculty member(s)
Bibliography
Given the nature of the course, a bibliography will be presented with the proposal for the Practicum
Seminar (see guidelines).
Guidelines for the Preparation of a Practicum Seminar Course Proposal
A proposal for a Practicum Seminar Course contains the following components:
(a)
a Practicum Seminar Course Proposal Form Cover Sheet. This form requires the signature of
the student(s) and the approval of the Course Director and Graduate Executive Committee
BEFORE the Practicum Seminar Course can begin. Please note that approval is not automatic
and the Graduate Executive Committee may request clarification of the Practicum Seminar
Course before granting its approval. Proposals must be typed.
(b)
the provision of a specific title for the course indicating the focal area of interest.
This is simply the name of the course. Please note that it is not sufficient to name the course as
Practicum Seminar. The title should not have more than 40 characters, including spaces.
(c)
Practicum Seminar Courses must not overlap with courses offered within the current academic
year and must link the graduate teaching assignment to issues in language, culture and teaching.
26
(d)
(e)
(f)
(g)
(h)
 a discussion of the place of the Practicum Seminar Course in the student’s overall graduate
program,
 an indication of whether or not the proposed course is available in current offerings in the Faculty
of Graduate Studies,
 a statement outlining why this topic is a special interest of the student,
 a discussion of any related research work the student has undertaken in this area.
accepted.
specified: frequency of meetings and the duration of meetings with the faculty member involved.
assignments for the course. Regular expectations for the course would include meetings with the
course director, readings and so on. Since attendance at these meetings is part of the regular
expectation of the course, it is anticipated that attendance should not be allotted a grade
weighting. The substance of the course assignments should be described. For example, one
assignment might be an individual paper.
Deadlines
Graduate students are urged to plan well. If a student is requesting to undertake a Practicum Seminar
Course, the application should be submitted WELL BEFORE the drop and add period for the semester
during which the Practicum Seminar Course is to be undertaken. Because Practicum Seminar courses are
like any other courses that are offered, faculty and students should ensure that proposals are submitted in
a timely manner so that they can be reviewed by the Graduate Executive Committee, and, if necessary,
any issues needing clarification in the proposal are addressed.
27
Practicum Seminar Proposal Form
YORK UNIVERSITY
PRACTICUM SEMINAR PROPOSAL – EDUC 5915 Cr=3.00
Date of Submission: _____________________________________________________________
Proposed Date of Onset of Practicum Seminar: ________________________________________
Title (no more than 40 characters including spaces):_____________________________________
______________________________________________________________________________
Student’s Name and Number: __________________________________________________
Student’s Signature: _______________________________________________
Note: If more than one student is involved, all students must complete and sign a single form.
Student’s Name and Number: __________________________
Student’s Signature:____________________________________
Student’s Name and Number: __________________________
Student’s Signature:___________________________________
Course Director: ___________________________________________
Course Director’s Signature: ______________________________
Program Director’s Signature: _________________________________________________
28
II. FACULY OF GRADUATE STUDIES POLICIES
A. FACULTY OF GRADUATE STUDIES’ POLICY ON ACADEMIC
HONESTY
York University's Senate Policy on Academic Honesty is an expression of the academic
conduct appropriate to and expected of students studying and researching in Academe. These
expectations, particularly with respect to plagiarism, are grounded in a principle and practice that
forms the basis of the academic enterprise—namely, that the work one submits for evaluation is
the product of one's own original ideas, and that any material that belongs to someone else,
because he or she first produced and/or presented it, must be properly referenced and cited. If
there is no way for a reader to tell which words and ideas are those of the author and which are
those of others, then the work demonstrates plagiarism. It loses its integrity as a document of
original scholarship and is academically dishonest.
You are responsible for reading the Senate Policy on Academic Honesty found on the following
web site:
http://www.yorku.ca/secretariat/policies/document.php?document=69
as well as the Faculty of Graduate Studies Policy and Procedures on Academic Honesty:
http://www.yorku.ca/grads/policies_procedures/academic_honesty.html’
For further information about the investigation/hearing process, please contact:
Sarah Hildebrandt, Academic Affairs Officer
Office of the Dean, Faculty of Graduate Studies
[email protected]
416-736-2100, ext. 66958
B. INTELLECTUAL PROPERTY POLICY
The Faculty of Graduate Studies recognizes the mission of the university to seek, preserve, and
disseminate knowledge and to conduct research in a fair, open, and morally responsible manner.
Since the Graduate Program in Education does not have its own specific policy, faculty and students are
bound by the Faculty Policy on Intellectual Property for Graduate Programs. Please go to
http://gradstudies.yorku.ca/policies-procedures/intellectual-property-for-graduate-programs/
for more details.
29
C. FACULTY OF GRADUATE STUDIES SUPERVISORY
PRINCIPLES, POLICIES AND PRACTICES
Supervision is a key element of all graduate programs and must be provided within a framework
constructed on professionalism, trust, commitment, stability and flexibility. At every stage of the process
it is vital that students be provided with responsible, professional supervision that is at once sensitive to
student needs and free of personal conflicts that might interfere with intellectual development. The 1992
University Academic Plan declares as an objective with regard to the supervisory relationship in graduate
education: Graduate programs, FGS and the University should make every effort to ensure that
relationships between graduate students and their instructors, advisors and supervisors are intellectually
fruitful, constructive, focused, responsive to students' needs, reliable and free of personal conflict,
harassment or other undesirable pressures.
For detailed information about supervisory committees, guidelines for supervisors and guidelines for
students please go to www.yorku.ca/grads.
III.
MED PROGRAM INFORMATION
A. ACADEMIC ADVISING AND SUPERVISION PROCEDURES
Advising and Thesis/Research Project Supervision are important elements in the Faculty of Education
Graduate Program. To expedite students' progress toward their degrees, to reduce the need for students to
petition for extensions, and generally to enhance the quality of our program, the following procedures will
be used.
1. Academic Advisor
Upon entering the Graduate Program in Education, students will be assigned an academic advisor.
Normally, each faculty member "active" in the Graduate Program will act as the advisor for several new
students per year. The academic advisor is responsible for helping students develop a program plan and
signs the “MEd Candidate’s Proposed Program Plan”.
Students should contact their advisor to arrange an appointment before the beginning of Fall/Winter and
Summer term registrations.
If students cannot contact and meet their advisor, they may be advised by another faculty member.
However, the student should make an appointment with the advisor during the academic year to keep
them apprised of their plan of study.
2. Supervisor
The prior academic advisor may or may not serve as the supervisor. Students should approach faculty
members to see if they would be willing to serve as their supervisor by the second term of studies for
full-time students and by the fourth term of studies by part-time students. Once a faculty member
agrees to be the student’s supervisor, the “Notification of Supervisor” form should be filed in the
Graduate Program Office. All students should be in regular contact (at least two to three times per
semester) with their supervisors. If students are not in regular contact, the supervisor might assume they
30
are no longer pursuing a thesis or a research project and may take on other commitments which would
make them unable to supervise the student’s work.
3. Progress Reports
Every year, all continuing students must file a “Report on Progress” with the Graduate Program Office by
April 1st. Continuing students will not be allowed to register if they have not met with their advisor or
supervisor to discuss their progress.
31
YORK UNIVERSITY – GRADUATE PROGRAM IN EDUCATON
MEd Candidate’s Proposed Program Plan
First Name:
Student #:
Surname:
Home phone #: ________________Work phone #: ________________
e-mail address: _____________________
DEGREE OPTION:
_____ 6 half-courses (or equivalent) plus thesis
_____ 8 half-courses (or equivalent) plus Major Research Paper
_____ 10 half-courses (or equivalent)
Please indicate the courses that you would be interested in taking for the completion of your MEd
degree requirements.
Course number and title
Credits
Date of original plan
_______________________________________
Candidate’s signature
_______________________________________
Academic advisor’s signature
Term
________________________________________
► Don’t forget to put down alternates in case a course(s) is full. You must register online at
http://www.registrar.yorku.ca
If you have moved, please notify the Graduate Program Office – 282 Winters College ASAP of your new
address and phone number.
You will only be able to enrol in courses after you have submitted this signed worksheet to the
Graduate Program in Education Office – 282 Winters College.
32
MEd Report on Progress
Once per year, MEd students are required to make a formal report on their progress by completing the
form below, making an appointment with their academic advisor/supervisor and discussing the report
filed on this document. Once the discussion has been held, the report is to be submitted to the Graduate
Program in Education Office by February 28th. The report will be included in the student’s file.
Name: __________________________________ Student Number: ___________________________
Academic Advisor/Supervisor: ___________________________________________
1. List the courses you have taken over the past year.
Course Number
Title
Term
2. Please check the option you plan to do or are doing to complete your MEd degree requirements:
_____ 6 half-courses plus a thesis
_____ 8 half-courses plus a Major Research Paper
_____ 10 half-courses
33
3. Describe your progress towards your degree and indicate when you plan to complete the courses
and other requirements for your degree.
4. What are your goals for the upcoming year?
5. Please check if you are interested in or plan to apply for a Graduate Diploma in:
______ Early Childhood Education
______ Environmental/Sustainability Education
______ Mathematics Education
______ Post-Secondary Education: Community, Culture and Policy
______ Urban Environments
6. Supervisor’s comments:
[Feel free to add additional sheet(s)]
_______________________________________
Student’s Signature
__________________________________________
Date
_______________________________________
Academic Advisor’s/Supervisor=s Signature
_______________________________________
Date
Please return this completed form to the Graduate Program Office 282 Winters College
by Feb. 28th.
34
B. CHOOSING THE RESEARCH OPTION
The Thesis, Major Research Project and course only option represent an academic culmination of
graduate study. In combination with the appropriate coursework, any of the three options take roughly the
same amount of time for completion of the Master’s Degree.
Every graduate student in the Graduate Program in Education decides upon which research option
(Thesis, Research Project or course only) best suits their interests and needs. This conversation about the
research option should be a part of advising. Graduate student’s engagement with coursework should
have two kinds of concerns: those concerns of the specific course, and concerns about the final
requirement leading to the degree. Thus Candidates are urged finally to have on-going and informal
conversations with their Course Directors, Advisors and Supervisors about their research interests.
Once a Candidate selects the route they would like to take and a Supervisor for their work, further
conversation should occur with the Supervisor in the process of shaping the work to be undertaken. The
shape that the research takes may be guided by the suggestions, advice and regulations presented in this
document, but, most importantly, it should be guided by discussions between the Supervisor and the
Candidate.
The major differences between the three options are:
a) number of courses required (six half-courses for the thesis option; eight half-courses for the
research option; ten half-courses for the course-only option)
b) the scope of the written product (research project provides a more flexible format; thesis requires
in-depth, analytic discussion)
c) the committee structure
d) evaluation procedures
More details are provided in the descriptions which follow.
C. THE THESIS OPTION
a. Requirements
A Candidate selecting the Thesis option to complete the Master’s Degree is required to complete the
following:
(1) The equivalent of three full-courses (i.e., six half courses). Up to one full-course equivalent may
be taken outside of the program, in other graduate programs at York, or in an acceptable graduate
program at another university (with the prior approval of the Candidate’s advisor and the Faculty
of Graduate Studies).
(2) A Thesis, the nature of which and its procedures are described below.
NOTE: As per Faculty of Graduate Studies regulations (see Faculty of Graduate Studies Calendar), all
Candidates are reminded of the importance of the timely completion of their programs (coursework
requirements and Thesis). Full-time students have a maximum of 2 years (6 terms) and part-time
students a maximum of 4 years (12 terms) in which to complete their programs.
35
b. The Nature of the Thesis
The Thesis is a formal academic exercise that critically extends and expands upon scholarly thought.
In this way, a Thesis is an original academic work which describes and critically comments on a field
or theoretical perspective in relation to a Candidate’s own interests.
The Thesis represents an in-depth, analytic discussion of a problem, educational event, theoretical
argument, philosophical orientation, conceptual dispute, educational experiment and/or innovation,
historical event, and qualitative or quantitative inquiry. A Thesis provides the opportunity to engage
in the conceptualization, activity, and presentation of educational research in a format that conforms
to scholarly conventions and citation practices. Upon completion, the Thesis is bound and stored in
the York Library.
A Thesis has five distinguishing qualities:
(1) a critical discussion of the problem or area of study with attention to a clear articulation of the
questions that structure the investigation;
(2) a review of the relevant research literature and discussion of the range and limits of scholarly
thinking on the problem or area;
(3) a theoretical discussion of the methodological approach in engaging the problem;
(4) primary research analysis or textual analysis of the data;
(5) critical discussion of the significance of the work and future directions.
A Thesis allows Candidates to engage in independent in-depth inquiry while working closely with a
Graduate Faculty member who serves as Supervisor and with a Supervisory Committee.
A Thesis is also distinguished by its supervisory and evaluative procedures. The Thesis is supervised
by a Supervisory Committee and culminates in a formal Oral Examination by an Examining
Committee. The Examining Committee evaluates the Thesis on a Pass/Fail continuum relating to the
degree of revision required before the Thesis is deemed satisfactory. During the Oral Examination,
the Candidate is expected to present and discuss the Thesis with the Examining Committee.
The standards for the presentation of the Thesis must follow those outlined by the Faculty of
Graduate Studies. [www.yorku.ca/grads]
c. Thesis Supervision
(1) Selection of the Supervisor
Full-time Candidates, by the end of their second semester, and part-time Candidates by their fourth
semester, should have started to formulate their Thesis. Full-time Candidates by the end of the
second semester and part-time Candidates by the fourth semester, are expected to have approached a
faculty member in the Graduate Program in Education (who must be a member of the Faculty of
Graduate Studies) to serve as a Supervisor.
There are obvious factors to consider in choosing a Supervisor, such as a faculty member’s
knowledge of your area of interest and her/his familiarity with the methodology or conceptual
frameworks you are considering. Further, interpersonal and work style factors that influence close
working relationships are important considerations. Previous contacts with faculty members and
advisors should guide you. Candidates are encouraged to talk to several potential Supervisors before
making a decision.
36
(2) Supervisory Structure
When an agreement to work with a Supervisor has been reached, the next step is the formation of a
Supervisory Committee. A master’s supervisory committee consists of a minimum of two faculty
members from the Faculty of Graduate Studies:
(1) the supervisor from the candidate’s Graduate Program; and
(2) a minimum of one other faculty member from the candidate’s Graduate Program or from any
other graduate programs who is a member of the Faculty of Graduate Studies; and
(3) in exceptional circumstances, and with the prior approval of the Dean, one additional member
may be appointed who is not a member of the Faculty of Graduate Studies.
Candidates are in consultation with the Supervisor over the choice of members. Typically, the second
member is one who can contribute to the development of thought around the Thesis. This initial
committee approves the Candidate's Thesis Proposal and decides when the Thesis is ready for
examination.
The membership of each Candidate's Supervisory Committee must be recommended by the Graduate
Program Director to the Dean of Graduate Studies for approval. The form is available on the FGS
web site http://www.yorku.ca/grads/forms/SupervisorCommitteeApproval.pdf.
The Thesis Proposal must be in at least three months before the Oral Examination. The Thesis Office
will notify the Program Director of the Dean's approval by way of a copy of a form signed by the
Dean of the Faculty of Graduate Studies. The form is available on the following site:
http://www.yorku.ca/grads/policies_procedures/policies/td1_web%20spring%202011.pdf.
(3) The Role of the Supervisory Committee
The role of the Supervisory committee is to aid the Candidate in the shaping of the Thesis Proposal
and to approve the final Proposal. Additionally, the Supervisory Committee reviews the Candidate's
progress on the Thesis and reports to the Graduate Program Director. If the Committee reports
unsatisfactory progress, the Candidate may be required to withdraw from the graduate program.
Therefore, it is crucial for Candidates to be in contact with their Committee and to work through any
difficulties encountered.
The second role of the Supervisory committee is to agree that the Thesis is ready for examination.
They are to ensure that a copy of the Candidate's Thesis is sent to each member of the Candidate's
Thesis Examining Committee as far as possible in advance of the Candidate's Oral Examination but
no later than three weeks prior to the date set. (See Faculty of Graduate Studies calendar for
regulations on Examining Committees.)
d. Preparing the Thesis Proposal
The Thesis Proposal is an important part of the thesis process; for it is here that the problem is
articulated, the area of literature review outlined, the methodologies specified and justified, and the
timetable sketched. The Proposal is submitted to the Graduate Program in Education Office and to
the Faculty of Graduate Studies, and is made available to the graduate community. It may be helpful
to consider the Thesis Proposal as an outline of the Thesis.
Below are a set of guidelines to aid in proposal development; the actual sections of the proposal are
best determined by the nature of the thesis topic and in consultation with the Supervisor.
37
The Thesis Proposal:
(1) Cover page
Signed by student, supervisor and committee member.
(See section IX. Research Involving Human Participants to see what additional forms need to
be submitted if your research involves human participants.)
(2) Title page
Included are the proposed title, the Candidate's name, the name of the institution, the degree
sought, and date of submission.
(3) Statement of the problem
This section conceptualizes and contextualizes the topic to be investigated. It states the
problem to be explored, the boundaries of the topic as they are understood at the time of the
proposal, the rationale for the significance of the topic, and the purpose of the study. In this
section, Candidates are also asked to sketch out a brief overview of the theoretical issues and
the working theories to be employed in the Thesis.
(4) Review of relevant research and scholarly writing
Typically, in this section, the Candidate is asked to thematize relevant writing in terms of its
relation to the Thesis topic. Candidates are expected to engage in thinking with the work of a
scholarly community and to consider arguments that in some way develop the Candidate’s
thinking on the problem. Thus in discussing how the problem has been conceived by other
scholars the Candidate is also evaluating this work for her or his study. More than a working
bibliography, this section of the Proposal is a dialogue with other authors in the field. It maps
out the context of the study. It is appropriate here to consider two kinds of writing. One has
to do with describing the work of others. But more than description, the second kind of
writing moves to a critical perspective where the Candidate comments on the limits, tensions,
and possibilities of the work under review.
It must be noted, of course, that thesis topics and methodologies may vary in terms of the
point at which a discussion of relevant research is appropriate or the manner in which the
relevant research is engaged.
(5) Description of methodology and or research design.
This section will be determined by the kind of study in which one engages. It describes how
the thesis research will be conducted. Most importantly, the methodology should make sense
in relation to the question or problem posed.
If the study is one that is grounded in qualitative or quantitative methods, the study should
include descriptions of:
(a) research participants and setting
Describe the participants, how they will be selected and invited to participate, where the
research will take place, how access to participants will be obtained, and any ethical
considerations involved.
(b) data gathering procedures
38
Describe the research methodology and strategies for engaging with the research problem.
For example, specify the type of research method employed (archival research; observation;
survey; interview; ethnographic; narrative; feminist; phenomenological; textual;
philosophical; case-study; quasi-experimental; re-analysis of existing data and so on).
(c) data analysis procedures
Describe the strategies employed to analyse the data. Again, the strategies depend upon the
specificity of the research methodology and the interpretive style of engaging with the data. It
is helpful if the Candidates sketch out the central questions posed to the data interpretation
and analysis.
(6) Timetable
Propose a timetable for completing the Thesis.
(7) A reference list and working bibliography
It is helpful to construct two sections of references. The first section is a Reference List with
bibliographic entries for every cited work in the Proposal. The second section, a
Bibliography, anticipates further references of value. Consult a style manual for correct
citation form.
(8) Human Participants Form
Should the Project involve interviewing and/or fieldwork, a Human Participants Form must
be completed prior to the commencement of the actual research (see section IX. Research
Involving Human Participants) and must be reviewed by the York University’s Human
Participants Review Sub-Committee prior to the commencement of the study.
Only after the Thesis Proposal has been accepted by the Supervisory Committee and has been
approved by the York’s Human Participants Review Sub-Committee (if applicable), may the
Candidate commence data collection.
e. Oral Examination and Evaluation
Once the Supervisory Committee indicates that the Thesis is ready to go to an oral exam, an
Examining Committee is set. The thesis examining committee consists of at least three voting
members, including the Chair as follows:
1. two graduate faculty members chosen from the program and/or supervisory committee, at
least one of whom must be from the supervisory committee;
2. one graduate faculty member at arm’s length from the thesis, normally from outside the
program.
These are minimum requirements with respect to the composition of and quorum for thesis examining
committees. Individual graduate programs may include one additional voting member on examining
committees, in accordance with program requirements and procedures. The Chair of the examining
committee shall be chosen from among the voting members. Members of the student’s thesis
supervisory committee may be members of the examining committee, but the principal supervisor
may not serve as the Chair of the examining committee.
39
In addition to the voting members, the thesis examining committee may include the following exofficio members (non-voting, unless present as one of the voting members named above): VicePresident Academic & Provost, Dean of the Faculty of Graduate Studies or his/her representative,
Graduate Program Director.
The membership of each committee, including designation of the Chair, must be recommended by the
graduate program director for approval and appointment by the Dean of Graduate Studies as soon as
possible and no later than three weeks before the date set for the oral examination. Members of the
student’s thesis supervisory committee, including the principal supervisor, may be members of the
examining committee, but the principal supervisor may not serve as the Chair of the examining
committee. In exceptional circumstances, the Dean may approve a program director’s
recommendation that a York University faculty member who is not a member of the graduate faculty
serve as a member (but not the Chair) of an examining committee.
The Oral Examination centres on the Thesis. The specific regulations relating to the Oral
Examination may be found in the Faculty of Graduate Studies calendar; however, what follows is a
brief overview of typical procedures surrounding the Oral Examination.
Usually, once the Examining Committee and the Candidate have met, the Candidate is asked to leave
the room and the Examining Committee then comes to consensus on the following points: (a) whether
the Thesis is examinable, (b) the order in which questions will be asked, and c ) the approximate
length of the examination. Once these decisions have been made, the Candidate is invited back into
the room.
Usually, a Masters Candidate is asked to present a brief overview (about 10 minutes in duration) of
the thesis. Then the Examining Committee begins the process of asking questions and discussing the
Thesis. Typically, the convention is that those with least familiarity with the Thesis will begin the
questioning. The Chair of the Examining Committee seeks consensus to determine when questioning
and discussion have been exhausted. Once the Chair is satisfied that this is the case, the Chair asks
the Candidate to leave the room once again.
At this point, the Examining Committee determines the evaluation category for the thesis. The
categories of evaluation are:
(a)
accepted with no Revision,
(b)
accepted pending Specified Revisions,
(c)
referred Pending Major Revision, and
(d)
failed.
For detailed information on these categories, please consult the Faculty of Graduate Studies calendar.
The follow-up to the Oral Examination depends upon the evaluation category assigned to the Thesis
by the Examining Committee.
f.
Submission of Final Copies
Upon completion of the Thesis, an electronic copy of the approved thesis must be forwarded to the
Faculty of Graduate Studies. Details of the general time lines and procedures may be found in the
Faculty of Graduate Studies calendar:
http://www.yorku.ca/grads/policies_procedures/thesis_dissertations_section5.html to download
all the forms and samples of title page, table of contents, etc. To ensure convocation and avoid the
need of registering for a further term, check with the Graduate Program in Education Office.
40
MEd Thesis Procedural Checklist
1.
No later than the 2nd term of full-time study or 4th term for part-time study submit a Notification of
Supervisor Form to the Graduate Program in Education Office.
2.
After completing all coursework, keep on registering every subsequent term until you defend the thesis
and submit final three approved copies to the Faculty of Graduate Studies.
3.
Begin working with your Supervisor on your Thesis Proposal. Be sure to consult guidelines of the
Graduate Program in Education about Thesis Proposals as well as Faculty of Graduate Studies Guidelines
for the Preparation and Examination of Theses and Dissertations.
4.
In discussions with your Supervisor, agree upon the membership of your Supervisory Committee and
submit the Supervisory Committee form to the Graduate Program Office.
Once your Supervisory Committee has approved your Thesis Proposal, each committee member must sign
the FGS Form TD1: Thesis Research Proposal Submission form and the Candidate submits copies of
the proposal with all the required forms to the Graduate Program Office.
If your dissertation involves human participants, complete and submit Forms TD2, TD3 (and TD4 if
appropriate) – see section X. Research Involving Human Participants and any forms required from local
school boards or agencies.
Await approval from the York University’s Human Participants Review Sub-Committee and from local
school boards and agencies as applicable before beginning your research.
5.
6.
7.
8.
Submit the thesis proposal to the Graduate Program Director and FGS Dean for approval no later than
three months prior to the oral exam.
9.
Conduct your research while under the supervision of your Supervisory Committee.
10. Once your Supervisory Committee decides that your Thesis is ready to go to an oral examination, you and
your Supervisor must submit the Recommendation for Oral Examination form to the Graduate Program in
Education Office. Your Supervisor will recommend to the Graduate Program Director an outside member
and for your exam. Paperwork for scheduling the exam must be completed no later than three weeks
prior to the exam.
11. You must provide each of the members of your Examination Committee with copies of your Thesis well in
advance and no later than three weeks prior to the exam.
12. You meet with the Examination Committee at a time scheduled by the Graduate Program in Education
Office, to defend your Thesis. The Examining Committee files a statement about your exam with the
Faculty of Graduate Studies.
13. Depending upon the results of your exam, you may be required to make some revisions. You work out
these revisions in consultation with your Supervisor and possibly other members of the Examining
Committee (depending on exam results -- see Faculty of Graduate Studies regulations).
14. Check the Faculty of Graduate Studies guidelines for formatting the final version of your thesis
(http://www.yorku.ca/grads). Theses which do not adhere to these specifications will not be accepted
by the Faculty of the Graduate Studies Thesis Coordinator.
15. If you are required to make revisions, you must have your supervisor and Chair sign Revisions to Thesis
Form and submit it along with the electronic copy of the Thesis to the Faculty of Graduate Studies.
16. Apply to graduate by going to www.yorku.ca/mygraduation.
You may download the FGS Supervisory Committee and TD1 forms from the FGS web site:
http://www.yorku.ca/grads/forms/
41
Title page for the thesis proposal
TITLE OF THE PROPOSED THESIS IN CAPITALS:
CENTRED AND SINGLE SPACED
AUTHOR’S NAME IN CAPITALS
A Thesis proposal submitted to the Faculty of Graduate Studies
in partial fulfilment of the requirements
for the degree of
Master of Education
York University
Toronto, Ontario
Month Year
42
Thesis title page
(Note: The information on the title page may be centered, as long as the margins are at least 1.5 inches
(38 mm) at the top and left-hand edges of the paper to allow for binding, and at least 1 inch (25 mm) at
the bottom and right-hand edges.)
[THESIS TITLE]
[STUDENT NAME]
A THESIS SUBMITTED TO
THE FACULTY OF GRADUATE STUDIES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
MASTER OF EDUCATION
YORK UNIVERSITY
TORONTO, ONTARIO
[month and year that the Chair of the Examining Committee confirmed
successful defense of the thesis/dissertation; e.g. September 2010]
© [student name, year that the Chair of the Examining Committee
confirmed successful defense of the thesis/dissertation; e.g. © Jane
Student, 2010]
43
D. MAJOR RESEARCH PROJECT OPTION (MRP)
a. Requirements
A Candidate selecting the Research Project option to complete the Master’s Degree is required to
complete the following:
(1) the equivalent of four full-courses (i.e., eight half courses). Up to one full-course equivalent may
be taken outside of the program, in other graduate programs at York, or in an acceptable graduate
program at another university (with the prior approval of the Candidate’s advisor and the Faculty
of Graduate Studies).
(2) Research Project, the nature of which and its procedures are described below.
NOTE: As per Faculty of Graduate Studies regulations (Faculty of Graduate Studies Calendar), all
Candidates are reminded of the importance of the timely completion of their programs (coursework
requirements and Research Project). Full-time students have a maximum of 2 years (6 terms) and
part-time students a maximum of 4 years (12 terms) in which to complete their programs.
b. The Nature of the Research Project
The Research Project allows Candidates to engage in additional scholarly work and provides a more
flexible format than the Thesis. Research Projects, as with Theses, move beyond description and/or
opinionated accounts of practices and theories.
The Research Project may take many forms such as: a critical review of the research literature
relevant to the Candidate’s interest; a position paper on a crucial issue in education, a theoretical
essay that explores an educational practice; a research study (either qualitative or quantitative in
nature) that considers a specific problem, experience, or event. It may also take the form of a
document that presents a curriculum project, handbook, or video, or an exploration of an educational
technology. In all these latter cases a short discussion paper that provides a theoretical framework
and rationale must be an integral part of the project. Should the Candidate create new materials for
educational purposes, these too need to be accompanied by a short discussion paper that elaborates
the conceptual and theoretical context for the generation of new materials.
Thus, while the form of the Research Project is flexible, the Research Project is a focussed academic
exercise. A Research Project:
(1) demonstrates a relationship to educational research and a field of study;
(2) articulates the conceptual framework that motivates the Project;
(3) provides a critical discussion of the topic; and
(4) contributes to an expanded understanding of the problem addressed.
A Research Project is also distinguished by its supervisory and evaluative procedures. The Research
Project is supervised by a Supervisor and is examined by the Supervisor and an Outside Reader. The
Research Project is graded as either Pass or Fail. The Research Project culminates in a Summative
Discussion of the work undertaken by the Candidate.
The standards for the presentation of the Research Project should be in keeping with those of any
graduate course major paper submission.
44
c. On Distinguishing a Research Project from a Thesis
The Research Project differs from the Thesis in three ways:
(1) the amount of graduate coursework completed prior to the Research Project;
(2) the committee structure and evaluation procedures;
(3) the scope of the Research Project.
A Research Project allows Candidates to engage in one of a variety of forms of inquiry (see 2b above)
while working closely with a Graduate Faculty member who serves as Supervisor. An Outside
Reader reads and evaluates the Research Project once the Supervisor deems it to be ready. A
discussion of the Research Project occurs with the Candidate, Supervisor and the Outside Reader.
d. Research Project Supervision
(1) Selection of the Supervisor
Full-time Candidates, by the end of their second semester, and part-time Candidates by their fourth
semester should have started to formulate their Project. Full-time Candidates by the end of the
second semester and part-time Candidates by the fourth semester are expected to have approached a
faculty member in the Graduate Program in Education (who must be a member of the Faculty of
Graduate Studies) to serve as a Supervisor.
There are obvious factors to consider in choosing a Supervisor, such as a faculty member’s
knowledge of your area of interest and her/his familiarity with the methodology or conceptual
frameworks you are considering. Further, interpersonal and work style factors that influence close
working relationships are important considerations. Previous contacts with faculty members and
advisors should guide you.
Candidates are encouraged to talk to several potential Supervisors before making a decision.
(2) Supervisory Structure
When the Supervisor assesses the Project as ready for an Outside Reader, the Supervisor and
Candidate will agree upon an Outside Reader for the Project. The Outside Reader must be a member
of the Faculty of Graduate Studies deemed appropriate by the Supervisor and the Candidate. He or
she must be approved by the Graduate Program Director. Exceptions to the requirement of standing
in the Faculty of Graduate Studies for Outside Readers may be obtained if an appropriate rationale
can be provided to the Graduate Program Director.
The Graduate Program in Education Office must be notified of the name of the Outside Reader as
soon as one has been chosen and no later than one month prior to the Summative Discussion.
(3) The Role of the Outside Reader
The Outsider Reader will initially have two weeks to evaluate the Research Project. The Outside
Reader has three responsibilities:
(a) evaluate the Project;
(b) request revisions that may be substantive or minor; and
(c) agree to a Summative Discussion date after the Project has been deemed by the Supervisor
and the Outside Reader to have been satisfactorily revised.
45
e. Preparing the Research Project Proposal
The Proposal is a substantive discussion of the Project. The Proposal is submitted to the Graduate
Program in Education Office and is made available to the graduate community. The Project Proposal
is an opportunity for the Candidate to articulate the shape, scope, context, and rationale of the Project,
the methods worked with, and, the conceptual questions and issues that concern the Project. This
exercise is meant to prepare the Candidate to focus the Project, to shape its coherence, and to engage
in academic work that conforms to a manual style in citation and footnote practices. Essentially, the
Proposal serves as a guide to the Project and as a working document against which any proposed
changes in the nature of direction of the study may be reviewed by the Supervisor.
The length of the Proposal will vary depending upon the nature of the Project; however, the Proposal
should provide a discussion of the work to be undertaken, with additional pages given over to a
working bibliography and if necessary, the Human Participants Form as an addendum. The working
bibliography should suggest the research literature and theoretical orientations that the Project will
engage and that the Candidate “thinks” with.
Below are a set of guidelines to aid in proposal development. The actual sections of the proposal are
best determined by the nature of the thesis topic and in consultation with the Supervisor.
(1) The Research Project Proposal:
a. Cover page
Signed by student and supervisor to indicate if research involves human participants.
(See section X. Research Involving Human Participants to see what additional forms need to be
submitted if your research involves human participants).
b. Title page
The title page should include: the proposed title of the study, the Candidate’s name, the name of
the institution, the degree sought and the date of submission.
c. Statement of the problem
The statement of the problem should address, in narrative form, at least the following questions:
- How did you come to be interested in the topic?
- What is the nature and scope of the topic?
- Why is the topic worthy of consideration?
- What sorts of insights and thinking are behind the topic and/or, what research has addressed this
topic?
d. Statement of key questions you bring to the Project and discussion of literature
Typically, in this section, Candidates are asked to consider two different types of issues. The first
highlight the personal importance the Project. Consequently, Candidates are asked to consider:
What are the central and critical questions that underlie the exploration? Why are these questions
important to the Project? The second set of questions should discuss: (a) the scholarly literature
the Candidate is working with, (b) any concepts and orientations that are important to the Project
and why they are important, (c) any philosophical issues raised in the Project, and (d) the theory
drawn upon as the Project is being crafted.
46
e. Description of methodology and/or strategies.
This section describes what Candidates will do as they conduct their Projects. The discussion of
methodology depends upon the nature of the Project and the strategies employed for crafting the
Project. As with the Thesis, the methodology should make sense in relation to the question or
problem posed.
The following questions should be considered in relation to this section: What type of work will
be done in this Project? Why is the particular orientation of the work necessary for the Project?
How will the Project be organized? How will the Project’s importance be assessed?
[Note: If the Project concerns fieldwork and interviews, consideration should be given to the
specific methodology employed and why this methodology is important to the work? If the
Project concerns textual analysis or archival work, how will the procedures for critique and
analysis be defined?]
f.
Timetable
Propose a timetable for completing the Research Project.
g. Concluding statement, reference list and working bibliography
A brief statement outlining the intended shape the Project will take (e.g., a position paper, essay,
field study, curricular Project, annotative bibliography and essay discussion etc.).
It is helpful to construct two sections of references. The first section is a Reference List with
bibliographic entries for every cited work in the Proposal. The second section, a Bibliography,
anticipates further references of value. Consult a style manual for correct citation form.
h. Human Participants Form
Should the Project involve interviewing and/or fieldwork, a Human Participants Form must be
completed prior to the commencement of the actual research (see guidelines/forms) and must be
reviewed by the Graduate Program in Education Human Participants Review Committee prior to
the commencement of the study.
Only after the Research Project has been accepted by the Supervisor and has been
approved by the Human Participants Review Committee (if applicable), may the Candidate
commence the work.
i.
Summative Discussion and Evaluation
Once the Project has been passed by the Supervisor and the Outside Reader, a Discussion about
the Research Project will be scheduled. To schedule a Discussion, a Summative Discussion
Meeting Form must be submitted indicating the date, time and location of the Discussion.
This Discussion meeting, that lasts approximately one hour, provides an opportunity to have a
conversation about the genesis of the Project and to reflect on the import of the original Proposal.
j.
Submission of Final Copies
Upon completion of the Research Project and the Discussion, 2 copies must be filed with the
Graduate Program in Education Office. Specific time lines (i.e., deadline dates for each semester)
47
are available from the Graduate Program in Education office. The Research Project will then be
made available to the graduate community at York.
ALL FINAL COPIES SHOULD INCLUDE THE FOLLOWING:
1. Title page with supervisor’s signature
2. Abstract (no more than 150 words)
3. Acknowledgement page (optional)
4. Table of contents
5. Introduction
6. Chapters
7. Conclusion
8. References
9. Appendices (if needed)
To ensure convocation and avoid the need of registering for a further term, Candidates should
check with the Graduate Program in Education Office for final details.
48
MRP Procedural Checklist
1.
No later than the 2nd term of full-time study or 4th term for part-time study submit a Notification of
Supervisor Form to the Graduate Program in Education Office.
2.
After completing all coursework, keep on registering every subsequent term until final two
approved copies has been submitted to the Graduate Program in Education Office.
3.
Begin working with your Supervisor on your Major Research Project Proposal. Be sure to consult
guidelines of the Graduate Program in Education about preparing the Research Project proposal.
4.
Your Supervisor must approve the proposal and sign the Cover form of your Major Research Project
Proposal before submitting the proposal to the Graduate Program Office.
5.
If your Major Research Project involves human participants, complete: (a) Human Participants
Form and (b) any forms required from local school boards or agencies. These processes take time so
be prepared for some delays.
6.
Await approval from the Graduate Program in Education Human Participants Review Committee and
from local school boards and agencies as applicable before beginning your research.
7.
Conduct your research under the supervision of your Supervisor.
8.
Once your Supervisor decides that your major research project is ready to be evaluated an outside
reader is contacted.
9.
If the outside reader is not a member of the Faculty of Graduate Studies, the outside reader must be
approved by the graduate program director prior to setting the summative discussion meeting. This is
done by the supervisor submitting the Outside Reader form to the graduate office.
10. The outside reader reviews the major research paper and indicates if it is ready to be evaluated at a
summative discussion.
11. The Supervisor submits the Scheduling of the Summative Discussion Meeting form to the Graduate
Program Office.
12. The Supervisor submits the final Research project Discussion Report to the Graduate Program Office
and a copy to the students.
13. Student submits final two approved copies (with title page signed by the supervisor) to the Graduate
Program Office – 282 Winters College.
49
MRP Research Proposal Submission Form
MAJOR RESEARCH PROPOSAL SUBMISSION FORM
(Please print clearly or type)
Student __________________________________________ ID # ________________
Program: EDUCATION
Degree: MEd Date _____________
Title of Research Proposal:
Supervisor (Please print/type)
Date
Supervisor’s Approval (Please sign or attach
e-mail indicating approval of proposal)
Supervisor:
Number of Copies of Research Proposal Attached (check one)




No human participants used
SUBMIT: 1 copy of proposal.
Unfunded, minimum risk, human participant research with written informed consent statement
SUBMIT: 2 copies of:
a) this cover page
b) proposal
c) completed FGS Human Participants Research Protocol Form (TD2)
d) Written Informed Consent Statement
e) Checklist for Researchers
Human participants, funded by faculty research grant.
SUBMIT: 1 copy of: a) this cover page
b) proposal
c) TD4 form + HPRC Approval Certificate
Human participants used but research is funded OR is not minimal risk
SUBMIT: 1 copy of proposal and 1 copy of completed first page of FGS Human Participants Research
Protocol Form; SEEK research ethics clearance from HPRC through the Office of Research Services, 214
York Lanes.
Form effective: March 5, 2005
50
Title page of MRP
TITLE OF THE RESEARCH PAPER [PROPOSAL] IN CAPITALS:
AUTHOR’S NAME IN CAPITALS
Supervisor:
Supervisor’s Signature: __________________________
(The signature is only required for the final copy, not proposal)
A Research Paper [Proposal] submitted to the Graduate Program in Education
for the degree of
Master of Education
York University
Toronto, Ontario
Month Year
(date when submitted)
51
MEd RESEARCH PROJECT: OUTSIDE READER FORM
Student’s Name: _________________________________________________________________
Supervisor: ____________________________________________________________________
Tentative Title of Research Project: _________________________________________________
______________________________________________________________________________
Date Form Submitted: ___________________________________________________________
Outside Reader: ________________________________________________________________
Rationale for Outside Reader (if Outside Reader is not a member of the Faculty of Graduate
Studies):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Graduate Program Director’s Signature: ___________________________________________
Date: ____________________________
52
MEd RESEARCH PROJECT: SCHEDULING OF DISCUSSION FORM
Student’s Name: _________________________________________________________________
Supervisor: ____________________________________________________________________
Outside Reader: ________________________________________________________________
Title of Thesis/Research Project: ___________________________________________________
______________________________________________________________________________
Time and Date of Discussion: _____________________________________________________
Location of Discussion: __________________________________________________________
Date Form Submitted: ___________________________________________________________
53
MEd RESEARCH PROJECT DISCUSSION REPORT
Name of Candidate: ____________________________________________________________
Final Title of Research Project: ____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Date of Research Project Discussion: _______________________________________________
The Research Project Discussion occurs once the Research Project has been read and approved. The Discussion is
based on the research conducted. Once the Discussion has taken place and a Research Project Discussion Report is
filed along with two final copies of the Research Project, the candidate is deemed to have completed all of the
requirements for the Research Project.
Comments:
Supervisor’s Signature___________________________________________________________
Outside Reader’s Signature: _______________________________________________________
□
Nominate for Major Research Project Prize (check only if appropriate).
NOTE: A copy of this completed form is provided to the Candidate and the Program Director.
54
E. COURSE ONLY OPTION
Requirements
A Candidate selecting to take the course only option must complete the equivalent of five full-courses
(i.e., ten half courses) for a total of 30 credits.
Up to one full-course equivalent may be taken outside of the program, in other graduate programs at
York, or in an acceptable graduate program at another university (with the prior approval of the
Candidate’s advisor and the Faculty of Graduate Studies).
You must submit the Course Only Option form to the Graduate Program in Education Office – 282
Winters College at the beginning of the term in which you will be taking your last course(s).
You should also apply to graduate by going to www.yorku.ca/mygraduation.
55
Course Only Option form
I, __________________________________________________________________
Name
Student number
am interested in receiving the MEd degree from the Graduate Program in Education,
Faculty of Graduate Studies, York University.
I have successfully completed the following 10 half-courses (or their equivalent) for a
total of 30 credits:
Course #
Course Title
Credit
Grade
Total credits
Student’s signature: ____________________________________________________
Date: _____________________________________________
Supervisor’s signature if previous option was thesis or MRP________________________
Please submit the completed form to the Graduate Program in Education Office, 282
Winters College at the beginning of the term you will be taking your last course(s) and
apply to graduate by going to www.yorku.ca/mygraduation.
56
IV.
PHD PROGRAM INFORMATION
A. SUPERVISOR
When students first register they will be assigned a supervisor who will be responsible for academic
guidance towards the creation of the PhD Candidate’s Proposed Program Plan. The responsibility of the
supervisor begins with the admission of the doctoral student and ends once the student has chosen a
dissertation supervisor.
1. Rationale for the Role of the Supervisor
The supervisor’s role is created to ensure individual attention and encouragement to doctoral students and
to ensure high completion rates for admitted students. The supervisor provides an academic and cultural
apprenticeship for the student.
2. Who Can Become a Supervisor?
Any member of the Graduate Program in Education can nominate themselves to be a supervisor. In an
attempt to serve students well and to balance faculty workload, the Admissions Committee will make
every effort to distribute supervisory responsibilities across faculty members.
3. Description of the Supervisorship Role
The role of the supervisor in the doctoral program of the Graduate Program in Education is as follows:
The supervisor does not necessarily become the dissertation supervisor.
The supervisor must have the ability and interest to facilitate the doctoral student’s research
and academic interests. In the event that the Admissions Committee cannot identify a faculty
member with a similar area of specialization as that proposed as the area of interest by an
applicant to the doctoral program, then no offer of admission will be extended. Offers of
admission are extended only to applicants who are deemed to be admissible on academic
grounds and for whom there is at least one faculty member to serve as supervisor.
The supervisor must work with the doctoral student to devise a Proposed Program Plan.
This Plan must be reviewed a minimum of once a year.
The supervisor meets regularly with the doctoral student to provide advice on:
 Regulations
 coursework
 program planning options
 funding opportunities comprehensives
 planning to undertake dissertation work.
It is likely that there will be periods where the supervisor and the doctoral student meet more
frequently than others. For instance, it is likely that in the doctoral student’s early
experiences in the first semester of the program and for program review sessions, the
supervisor may schedule meetings more than once a month whereas on other occasions the
meetings will not occur as frequently. It may also be the case that where a faculty member is
supervising several doctoral students, that faculty member may schedule some group
meetings to discuss matters common to all the students being supervised.
The supervisor advises the doctoral student about offices to contact for keeping track of
deadlines such as regulatory time lines governing comprehensive examinations, the
dissertation and convocation.
The responsibility of the supervisor begins with the admission of the doctoral student and
57
ends once the student chooses a dissertation supervisor. In the event that during the course of
study a doctoral student elects to request that a different faculty member than the one initially
assigned undertake the role of supervisor, the replacement faculty member assumes the role of
supervisor until the dissertation proposal is filed with the Graduate Program Office.
4. Procedures for Changing Supervisors
A change in supervisor may occur for a variety of reasons. To change supervisors, doctoral students must
submit a “Change of Supervisor” to the Program Director. Ideally, a student changing a supervisor
should have already identified a new faculty supervisor and asked that faculty member to assume the role
prior to the submission of the “Change of Supervisor” form. In the event that the change of supervisor is
initiated by a faculty member, the expectation remains that the student will identify a new faculty member
and ask that faculty member to assume the role prior to the submission of the “Change of Supervisor”
form. In the event that the student had not identified a new supervisor, doctoral students should contact
the Graduate Program Director or a member of the Graduate Executive Committee for advice.
Time lines. Specific time lines for finding a new supervisor have been set in place to ensure that
student’s progress through the program.
Fall and Winter semesters: Maximum interval without supervisor is one month.
- Summer semesters: Maximum interval without supervisor is 2½ months.
In the event that a student does not find a supervisor during this time, the Graduate Executive Committee
will assign one.
You may download the FGS Supervisory Committee form from the FGS web site:
http://www.yorku.ca/grads/forms/SupervisorCommitteeApproval.pdf.
58
B. DISSERTATION PROPOSAL/COMPREHENSIVE EXAMINATION
1. Overview of the Dissertation Proposal/Comprehensive Examination
The oral defense of the dissertation proposal serves as the comprehensive examination.
The dissertation proposal offers students the opportunity to engage in an academic inquiry that focuses
the conceptual work of their PhD program within the field of Language, Culture, and Teaching. The
proposal draws from the students’ course work, their reading in the literature relevant to or touching on
their dissertation topic, and their discussions with their supervisor and supervisory committee.
Prior to the beginning of the process, candidates must choose a willing supervisor and, in conjunction
with the supervisor, select two other graduate faculty who agree to be part of the supervisory committee
(which acts as the examining committee for the dissertation proposal/comprehensive examination).
Typically, the public defence of the examination is held within six months of, and no more than one year,
from the end of the candidate’s course work.
Completion of the written proposal, approval of the dissertation proposal by the supervisory
committee, and the public defence of the dissertation proposal, qualifies the candidate to proceed
with their dissertation research if the research does not involve human participants. If human
participants are involved in the research, York’s HPRC must first approve the research before the
candidate can proceed with the research.
2. Role of the supervisory committee
The supervisory committee guides the student throughout the dissertation /comprehensive process and is
the key arbitrator for the proposal/comprehensive prior to the oral examination.

Each member of the committee is expected to meet with the student to discuss the proposal prior
to the oral examination.
 The supervisory committee must agree that the dissertation proposal/comprehensive is
appropriate to the dissertation topic and is ready to be examined. Each member must sign a form
attesting to the approval of the proposal (TD1) which will accompany the dissertation proposal.
 Once approved, the proposal is submitted to the graduate director who sends it on to the Dean,
Faculty of Graduate Studies for final approval.
1. If the research involves human participants, the student must also fill out the TD2 and TD3 forms
and TD4 form (if appropriate). The Faculty of Graduate Studies will then forward the appropriate
forms to York University’s Human Participants Research Sub-Committee (HPRC) for approval.
3. Form of the proposal
A successful dissertation proposal is a working document that clearly outlines the nature of the
dissertation topic, the scope of the problem studied, the research design and the methodology. Given the
topical diversity in educational research, theory, and technological expression, the length of the proposal
must be determined by the supervisory committee and by the students’ substantive area of research or
theory.
59
The dissertation proposal is expected to show evidence of:
2.
3.
4.
5.
6.
7.
Clarity in defining the nature of the scope and problems of the proposed dissertation
Clarity in the justification for taking up the selected problem
Placement of the selected topic in relation to a field of thought
A bibliography of works cited and a secondary bibliography of works to be consulted
A comment on the theoretical fields to be drawn upon for the dissertation
A discussion of the methodology to be used and the research design (as appropriate)
Text-based proposals are expected to be typewritten, double spaced, and formatted consistently. They
must contain an abstract and, preferably, a table of contents. Proposals that draw from other technologies
must be accompanied by a text-based document. Typically, the proposal will include some mode of
expression of the following:
a) Cover page (supervisory committee membership)
b) Title page (working title)
c) Abstract/summary of the project.
d) Description of the problem and its significance to academic scholarship.
e) Discussion of literature (textual or digital) relevant to the project
f) Description of the research design and methodology. If a theoretical study is proposed, a
discussion of theories engaged. If a non-traditional study using new media is proposed, a
discussion of the theories and technologies engaged.
g) Suggested timeline for and feasibility of the work.
h) Working bibliography of literature and/or technologies reviewed and to be reviewed.
i) If human subjects are involved, a consent form and completed ethical review is attached as
addenda.
4. Timeline for submission of the dissertation proposal/comprehensive examination
The proposal must be submitted and approved not less than six months prior to the date set for the
dissertation defense. (Faculty of Graduate Studies regulation)
5. The Dissertation Proposal/Comprehensive Examination
The Oral Examination is held, typically, six months after and no more than one year from the end of the
candidate’s coursework. The Oral Examination will be approximately two hours.
The purpose of the oral examination is to ensure that, in the opinion of the supervisory committee, the
student is prepared to proceed with their dissertation research. The oral examination, as an educational
event, can be expected to generate new insights and opportunities that may be advanced within the
dissertation research.
The oral examination is a public academic event. At the discretion of the Chair of the examining
committee, faculty members, graduate students and others may attend oral examinations. They may, at
the discretion of the Chair, participate in the questioning. Only members of the examining committee
may be present for the evaluation and for the vote at the conclusion of an oral exam.
60
a) Evaluation of the Dissertation Proposal/Comprehensive Examination.
The evaluation of the Dissertation Proposal/Comprehensive Examination occurs in two stages. First,
the written portion of the proposal is evaluated by the Supervisory Committee in terms of its
readiness to go forward as the basis of an Oral Examination.
The categories for evaluation are:


Candidate can proceed to Oral Examination
The proposal is in need of revision before Candidate proceeds to Oral Examination
In the event that members of the Supervisory Committee decide that the Proposal is in need of
revision, the revisions must be specified. Once the revisions are completed to the satisfaction of the
Supervisory Committee, the candidate proceeds to the Oral Examination.
b) The oral examination.
The Supervisor will serve as the Chair of the oral examination. The Chair discusses with committee
members the approximate duration of the exam, the duration of the opening statement by the
candidate (if any), and the general procedures governing questioning. The Chair determines when
questioning has been exhausted. Once this has been determined, the Chair of the Examination
Committee asks the candidate to leave the room so that the Committee can discuss the candidate’s
examination performance. The Chair of the Examination Committee reads the categories (see below)
governing the examination and leads a discussion of the candidate’s performance. Once the
Committee has agreed upon the category into which the candidate’s written and oral performance
falls, the Chair completes the Dissertation Proposal/Comprehensive Examination Report and then
invites the candidate back into the examination room where the results of the exam are reported by
the Chair.
The Oral Examination is an evaluation of the proposal submitted for the Oral Examination and the
candidate’s discussion of the proposal at the Oral Examination. The categories for evaluation are:
 Pass,
 Pass with Conditions, and
 Unsatisfactory
A “Pass” indicates that the candidate has completed a satisfactory proposal and Oral Examination. A
“Pass with Conditions” indicates that additional work is necessary in order for the candidate to Pass.
The Examination Committee will specify in writing the work required to complete the Dissertation
Proposal/Comprehensive Examination process. In case the Proposal at the oral examination receives
a “Pass with Conditions”, only the Supervisor needs to review and approve the requested revisions.
Examinations assessed as “Pass with Conditions” may, at the discretion of the Supervisory
Committee, revert to an “Unsatisfactory” rating if the condition(s) are not fulfilled. Candidates who
receive an “Unsatisfactory” rating on the Examination have one opportunity to re-take the oral
Examination within 12 months of the original Examination. Candidates who receive an
“Unsatisfactory” rating for the second oral Examination will be required to withdraw from the
program.
The Committee notifies the candidate orally of the result of the Examination as soon as the
Committee has completed its assessment (immediately following the oral examination). The
61
Examination report must be forwarded immediately to the Graduate Program Office. The Graduate
Program Office provides a copy of the Dissertation Proposal/Comprehensive Examination Report to
the candidate. The candidate is required to submit two copies of the Dissertation Proposal to the
Graduate Program. Once copy will be kept in the Graduate Office and the other will be forwarded to
the Faculty of Graduate Studies for their approval.
c) Filing examination results.
The Chair of the Examination Committee must file the results of the Dissertation
Proposal/Comprehensive Examination with the Graduate Program Office immediately after the
conclusion of the exam.
62
Dissertation Proposal/Comprehensive Examination Checklist
1. Register every subsequent term after successfully completing 21 credits (including EDUC
5100 Cr=6.00 and one advanced research methods course) until you finish all of your degree
requirements.
2. In discussions with your Supervisor, agree upon the membership of your Supervisory
Committee. A dissertation supervisory committee will consist of a minimum of three
members from the Faculty of Graduate Studies, at least two of whom must be members of
the Graduate Program in Education. Submit the FGS Supervisor & Supervisory Committee
form to the Graduate Program Office (282 Winters College) for approval no later than the
end of the eighth term of study (end of second term of PhD III).
3. Begin work with your Supervisor on your Dissertation Proposal/Comprehensive. Be sure to
consult guidelines of the Graduate Program in Education about Dissertation Proposals as
well as Faculty of Graduate Studies Guidelines for the Preparation and Examination of
Theses and Dissertations.
4. Meetings with Supervisor should normally be held once a month.
5. Meet with members of your Supervisory Committee to discuss the proposal.
6. Candidate submits Request for Stage One Evaluation of Dissertation
Proposal/Comprehensive Examination form to the Supervisory Committee.
7. Once all your Committee members have signed off that you may proceed to the Oral
Examination, submit the request for Dissertation Proposal/Comprehensive Oral Examination
form to the Graduate Program Office.
8. The Chair of the Proposal Examining Committee forwards the Dissertation
Proposal/Comprehensive Examination Report to the Graduate Program Office immediately
after the oral examination
9. The Graduate Program Office provides a copy of the Examination report to the candidate.
10. The Candidate submits two copies of the Dissertation Proposal (plus the appropriate cover
page and forms for ethics if using human participants) to the Graduate Program Office
within two weeks following the exam. See FGS web site for the appropriate forms to
accompany the proposal:
http://www.yorku.ca/grads/policies_procedures/policies/td1_web%20spring%202011.p
df.
63
Request for stage one evaluation for Dissertation Proposal/Comprehensive Examination form
REQUEST FOR STAGE ONE EVALUATION OF THE DISSERTATION PROPOSAL/
COMPREHENSIVE EXAMINATION
Graduate Program in Education - Faculty of Graduate Studies - York University
Doctoral Candidate: _____________________________________________________________
Title of Proposal: _______________________________________________________________
Formatting Style: __________________________________________________________
Date of Request: ________________________________________________________________
Supervisor/Chair: ______________________________________________________________
Committee Members: _________________________________________________________
_________________________________________________________
PLEASE NOTE:
1. PhD Dissertation Proposal/Comprehensive Examinations are to be scheduled typically within six
months of and no more than one year from finishing coursework.
2. The candidate must provide copies of the Dissertation Proposal/Comprehensive Examination to the
Supervisory Committee at least one month before the date the exam is to be scheduled.
3. The Supervisory Committee has two weeks to review the first submission of the Dissertation
Proposal/Comprehensive Examination. If the Supervisory Committee decides the Proposal can
proceed to Oral Examination, an Oral Examination is scheduled within 3 weeks of the report on the
Proposal. If the Examination Committee decided that the Proposal is in need of revision, the
candidate can revise the Proposal and once it is re-submitted, the Oral Examination is scheduled
within 3 weeks of the submission of the revised Proposal.
(Please submit this completed form to the Graduate Program Office 282 Winters.)
64
DISSERTATION PROPOSAL/COMPREHENSIVE EXAMINATION
EVALUATION STAGE ONE REPORT
Doctoral Candidate: ____________________________________________________________
Title of Proposal: _______________________________________________________________
Formatting Style:_______________________________________________________________
Date of Report: ________________________________________________________________
Committee Member: ____________________________________________________________
Decision:
 Candidate may proceed to Oral Examination
 Proposal is in need of revision before Candidate proceeds to Oral Examination
If the Proposal is deemed in need of revision, please provide written comments indicating the revisions
recommended (attach additional pages as necessary).
(Each committee member must submit this form to the Graduate Program Office at least one
month prior to the oral examination.)
________________________________________________
Committee Member’s Signature
65
Scheduling for Dissertation Proposal/Comprehensive Exam form
REQUEST FOR SCHEDULING OF
DISSERTATION PROPOSAL/COMPREHENSIVE EXAMINATION
Doctoral Candidate: _______________________________________________________
Title of PROPOSAL:_________________________________________________________________
____________________________________________________________________________________
Formatting Style:_____________________________________________________________________
Chair (Supervisor): ___________________________________________________________
Chair’s signature: __________________________________________________
Committee Member: _________________________________________
Committee Member: __________________________________________
Time and Date of exam: _____________________________________________________________
Room: _____________________________________________________
Date form submitted: _________________________________________
Note: This form cannot be submitted until the Dissertation Proposal/Comprehensive Examination
Evaluation Stage One Report has been received by the Graduate Program Director from each Examining
Committee member.
66
Dissertation Proposal/Comprehensive Exam final report form
DISSERTATION PROPOSAL/ COMPREHENSIVE EXAMINATION
FINAL REPORT
Doctoral Candidate: _______________________________________________________
Title of Proposal: ____________________________________________________________
Date of Examination: ______________________________________________________
Examination Result:
 Pass
 Pass with Conditions
 Fail
Report of the Examining Committee:
Supervisor/Chair: _____________________________________________________________
Committee Member: _________________________________________________________
Committee Member: _______________________________________________________
(The Chair submits this signed form to the Graduate Program Office immediately after the oral exam.)
67
Sample title page for dissertation proposal
TITLE OF THE DISSERTATION (PROPOSAL) IN CAPITALS
AUTHOR’S NAME IN CAPITAL
A Dissertation Proposal submitted to the Faculty of Graduate Studies
for the degree of
Doctor of Philosophy
York University
Toronto, Ontario
Month and year
68
Dissertation Checklist
1. Register every subsequent term after successfully completing 21 credits (including
EDUC 5100 Cr=6.00 and one advanced research methods course and passing your
Dissertation proposal until you finish all of your degree requirements.
2. Await approval of your dissertation proposal and research from the Faculty of
Graduate Studies (and if appropriate from York University’s Human Participants
Review Sub-Committee).
3. Conduct your research under the supervision of your Supervisory Committee.
4. Once your Supervisory Committee decides that your dissertation is ready to go to an
oral examination, you must submit a completed Recommendation for Oral
Examination form to the Graduate Program Office no less than four weeks prior to
the date of the exam.
5. You must provide copies of your dissertation to each of the members of your
Examination Committee except for the external examiner. The External examiner’s
copy is submitted to the Graduate Program office. The office will courier the
dissertation copy to the external examiner with a memo from the Graduate Program
Director.
6. You meet with the Examination Committee at the scheduled time for your
dissertation defense. The Examining Committee files a statement about your exam
with the Faculty of Graduate Studies.
7. Depending upon the results of your exam, you may be required to make some
revisions. You work out these revisions in consultation with your Supervisor. See
the Faculty of Graduate Studies regulations on this.
8. Check the Faculty of Graduate Studies guidelines for formatting the final
version of your dissertation (http://www.yorku.ca/grads). Dissertations which
do not adhere to these specifications will not be accepted by the Faculty of the
Graduate Studies Thesis Coordinator.
9. Submit an electronic copy of your dissertation to the Faculty of Graduate Studies.
69
Dissertation title page
(Note: The information on the title page may be centered, as long as the margins are at least 1.5 inches
(38 mm) at the top and left-hand edges of the paper to allow for binding, and at least 1 inch (25 mm) at
the bottom and right-hand edges.)
[DISSERTATION TITLE]
[STUDENT NAME]
A DISSERTATION SUBMITTED TO
THE FACULTY OF GRADUATE STUDIES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
YORK UNIVERSITY
TORONTO, ONTARIO
[month and year that the Chair of the Examining Committee confirmed
successful defense of the thesis/dissertation; e.g. September 2010]
© [student name, year that the Chair of the Examining Committee
confirmed successful defense of the thesis/dissertation; e.g. © Jane
Student, 2010]
70
PhD report on progress form
Once per year, PhD. students are required to make a formal report on their progress by completing the
form below, making an appointment with their supervisor and discussing the report filed on this
document. Once the discussion has been held, the report is to be submitted to the Graduate Program in
Education Office by February 28th. The report will be included in the student’s file.
Name: __________________________________ Student Number: ___________________________
Supervisor: ___________________________________________
1. List the courses you have taken over the past year:
Program
Course Number
Title
Term
2. Indicate if you have completed or when you plan to complete the required courses.
Course Number
EDUC 5100 Cr=6.0
(formerly EDUC 5400.06)
(Research methods course
beyond introductory graduate
level)
Title
Research and Issues in Language, Culture and
Teaching
Term
71
3. Describe your progress towards your degree (e.g. fulfilling DCP, supervisory committee, dissertation
proposal, etc.) including non-course experiences (OGS, SSHRC, other awards, publications,
conference presentations, teaching experiences, etc.).
4. What are your goals for the upcoming year?
5. Supervisor’s comments:
[Feel free to add additional sheet(s)]
_______________________________________
Student’s Signature
__________________________________________
Date
_______________________________________
Supervisor’s Signature
_______________________________________
Date
Please return this completed form to the Graduate Programme Office 282 Winters College
by Feb. 28th.
72
V.
GRADUATE DIPLOMA IN EARLY CHILDHOOD EDUCATION
OPTION A
This option is offered in conjunction with the MEd or PhD degree.
Requirements for the Diploma:




Core course EDUC 5540/5603.03 Educating Young Children. This course constitutes a
requirement in addition to the course requirements of the Master’s or Doctoral degree programs.
Students must also successfully complete as part of the MEd or PhD degree, three half courses from
the approved course list.
Students must write their major research project/paper, thesis or dissertation on a topic in early
childhood education as approved by the Co-ordinator of the Graduate Diploma in Early Childhood
Education.
To receive this Diploma in conjunction with your MEd/PhD you must have in total: MEd
Thesis option 7 half courses; MRP option 9 half courses; Course-only option 11 half courses
and for PhD 8 half courses plus dissertation.
With the permission of their supervisor, students may submit up to two half courses relevant to Early
Childhood Education offered in other graduate programs at York or other universities.
OPTION B
This option is offered as a direct-entry diploma only (no degree).


Core course EDUC 5540/5603.03 Educating Young Children.
Successfully complete four half courses from the approved course list.
With the permission of the diploma coordinator, students may submit up to two half courses relevant to
Early Childhood Education offered in other graduate programs at York or other universities.
Approved course list:
EDUC 5401 Cr=3.0 Education and Childhood in Canadian History
EDUC 5340 Cr=3.0 Adolescent & Children’s Literature
EDUC 5530 Cr=3.0 Emergent Literacy
EDUC 5535 Cr=3.0 Family Literacy
EDUC 5545 Cr=3.0 The Reggio Emilia Approach to Early Childhood Education.
EDUC 5550 Cr=3.0 Play, Language and learning
EDUC 5546 Cr=3.0 Pedagogical Documentation in Early Childhood Education
EDUC 5725 Cr=3.0 Critical Perspectives on the Theory and Research on the Behaviour of Young
Children
EDUC 5845 Cr=3.0 Mathematics and Sciences Understanding in Early Childhood
73
OPTION A FORM
This diploma is awarded in conjunction with the MEd or PhD degrees taken in the Graduate
Program in Education at York University.
I, __________________________________________________________________
am interested in receiving the Graduate Diploma in Early Childhood Education in conjunction
with my MEd/PhD degree. I have completed the following 3 half-courses for the diploma
(please check):
_____
_____
_____
_____
_____
_____
_____
_____
EDUC 5545 Cr=3.0 The Reggio Emilia Approach to Early Childhood Education.
EDUC 5725 Cr=3.0 Critical Perspectives on the Theory and Research on the
Behaviour of Young Children
_____ EDUC 5845 Cr=3.0 Mathematics and Sciences Understanding in Early Childhood
and in addition to the required courses for my degree (see MEd degree requirements on page
35 and PhD degree requirements on page 57) I have completed the core course
(please check):
____
EDUC 5540/5603 Cr=3.0 Educating Young Children
My thesis/research project/inquiry project/dissertation topic is in the Early Childhood
Education area [i.e. concerning children eight years of age and under].
Title:
___________________________________________________________________________
___________________________________________________________________________
Date: _____________________________________________
When your thesis/research project/dissertation is complete, please submit a copy of the title
page signed by the supervisor and a copy of the abstract to the Graduate Program in
Education Office 282 Winters.
Approved by the Early Childhood in Education Coordinator:
_________________________________________
Signature
Date
_________________________
74
OPTION B FORM
I, _______________________________________________________________,
wish to apply for the Graduate Diploma in Early Childhood Education, Option B.
I have completed the core course:
_____ EDUC 5540 Cr=3.0 Educating Young Children
and have completed four (4) half courses from the following approved list:
(please check):
_____
_____
____
_____
_____
_____
_____
_____
_____
EDUC 5340 Cr=3.0 Adolescent and Children’s Literature
EDUC 5545 Cr= 3.0 The Reggio Emilia Approach to Early Childhood
Education
EDUC 5550 Cr=3.0 Play, Language and Learning
EDUC 5725 Cr=3.0 Critical Perspectives on the Theory and Research on
the Behaviour of Young Children
EDUC 5845 Cr=3.0 Mathematics and Sciences Understanding in Early
Childhood
Student’s signature: _______________________________
Date: ______________________
Approved by the Early Childhood in Education Coordinator:
Signature: ______________________________________
Date: _____________________
75
VI. GRADUATE DIPLOMA IN ENVIRONMENTAL/SUSTAINABILITY
EDUCATION
OPTION A
Admissions to the Diploma are subject to approval by the joint Education/Environmental Studies
Diploma Committee.




Two required half courses: EDUC 5444 Cr=3.0 or EDUC 5445 Cr=3.0 and ENVS 6140
Cr=3.0.
Two half-courses from the approved course list.
PhD dissertation; MEd Thesis or Major Research Project on an Environmental/Sustainability
Education topic.
Completion of the Intention to Graduate with the Diploma (Option A) in Environmental/Sustainability
Education form must be submitted to the Faculty of Education Coordinator for the Diploma, for review
by the Joint Diploma Committee.
OPTION B
This Option B diploma is offered as a direct-entry diploma only (no degree).


Two required half courses: EDUC 5444 Cr=3.0 or EDUC 5445 Cr=3.0 and ENVS 6140 Cr=3.0
Three half courses from the approved course list.
In the Graduate Program in Education
EDUC 5225 Cr=3.0
EDUC 5370 Cr=3.0
EDUC 5440 Cr=3.0
EDUC 5442 Cr=3.0
EDUC 5444 Cr=3.0
EDUC 5445 Cr=3.0
EDUC 5446 Cr=3.0
EDUC 5463 Cr=3.0
EDUC 5464 Cr=3.0
EDUC 5545 Cr=3.0
EDUC 5611 Cr=3.0
EDUC 5615 Cr=3.0
EDUC 5800 Cr=3.0
EDUC 5850 Cr=3.0
(de)Colonizing Research Methodologies
Indigeneity and Territory in Cultural Traditions
Urban Education
Global Education in the Classroom: Research and Practice
Education for Sustainability
Education, Sustainability and the Ecological Crisis
Ecology, Ethics and Education
Comparative Perspectives on Global Migration and Education
Issues in Globalization and Education
The Reggio Emilia Approach to Early Childhood Education
‘Indigenous’ Ways of Knowing
Education and Social Justice in Postmodernity
Critical Pedagogy
Science, Technology, and Society
76
In the Graduate Program in Environmental Studies
ENVS 5164 Cr=3.0
Environmental Economics
ENVS 6150 Cr=3.0
Popular Education for Social Change Pt. 1
ENVS 6151 Cr=3.0
Popular Education for Social Change Pt. 2
ENVS 6149 Cr=3.0
Culture and the Environment
ENVS 6153 Cr=3.0
Native/Canadian Relations
ENVS 6144 Cr=3.0
Action Learning
ENVS 6189 Cr=3.0
GIS Applications in Planning and Resource Management
ENVS 6114 Cr=3.0
Sustainable Development for Canada
ENVS 5010 Cr=3.0
Bioregional Field Course
ENVS 6118 Cr=3.0
Applied Ecology
In the Graduate Program in Geography
GEOG 5015 Cr=3.0
Remote Sensing and Image Processing for Geographical
Analysis and Environmental Monitoring
GEOG 5310 Cr=3.0
Applied Transportation Geography
GEOG 5350 Cr=3.0
Geographic Perspectives on Immigration, Race, and Ethnicity
in Modern Cities
GEOG 5360 Cr=3.0
Geographies of Globalization and Development
GEOG 5370 Cr=3.0
Urban Social Policy
GEOG 5410 Cr=3.0
Resource Management
GEOG 5610 Cr=3.0
Biogeochemistry of Stream Ecosystem
GEOG 5630 Cr=3.0
Physical Hydrology and Water Resources
GEOG 5695 Cr=3.0
Fluvial Geomorphology
In the Graduate Program in Biology
BIOL 5096 Cr=3.0 Pollution, Invaders and Global Change
BIOL 5097 Cr=3.0 Pollination Biology
BIOL 5098 Cr=3.0 Conservation Biology
In the Graduate Program in Chemistry
CHEM 5710 Cr=3.0
Chemistry of the Natural and Polluted Atmosphere
CHEM 5720 Cr=3.0
Transport and Chemistry of Atmospheric Trace Gases
77
OPTION A - FORM
GRADUATE DIPLOMA IN ENVIRONMENTAL/SUSTAINABILITY EDUCATION
This diploma is awarded in conjunction with the MEd or PhD degrees taken in
the Graduate Program in Education at York University.
I, _______________________________________________________________
am interested in receiving the Graduate Diploma in Environmental/Sustainability
Education in conjunction with my MEd/PhD degree. (see MEd degree
requirements on page 35 and PhD degree requirements on page 57).
I have completed the following two (2) required half-courses for the diploma
(please check):
_____ EDUC 5444 Cr=3.0 Education for Sustainability
or
_____ EDUC 5445 Cr=3.0 Education, Sustainability and the Ecological Crisis
and
_____ ENVS 6140 Cr=3.0 Environmental Education
In addition, I have completed the following two half-courses from the approved
list: (http://bit.ly/1BWGMve)
1.________________________________________________________
2.________________________________________________________
My thesis/MRP/dissertation topic is in the Environmental/Sustainability
Education area:
Title:
_________________________________________________________________
_________________________________________________________________
Student’s signature: _______________________________________________
Date: _____________________________________________
When your thesis/research project/dissertation is complete, please submit a copy
of the title page signed by the supervisor and a copy of the abstract to the
Graduate Program in Education Office 282 Winters.
Approved by the Graduate Diploma in Environmental/Sustainability Education
Coordinator:
___________________________________
_________________________
Signature
Date
78
OPTION B - FORM
GRADUATE DIPLOMA IN ENVIRONMENTAL/SUSTAINABILITY EDUCATION
I, ________________________________________________________,
wish to apply for the Graduate Diploma in Environmental/Sustainability
Education.
I have completed the following two half core courses for the diploma (please check):
_____ EDUC 5444 Cr=3.0 Education for Sustainability
or
_____ EDUC 5445 Cr=3.0 Education, Sustainability and the Ecological Crisis
and
_____ ENVS 6140 Cr=3.0 Environmental Education
In addition, I have completed the following three half-courses from the approved list:
(http://bit.ly/1BWGMve)
1._______________________________________________________
2._______________________________________________________
3._______________________________________________________
Date: ______________________
Approved by the Graduate Diploma in Environmental/Sustainability
Education Coordinator:
Signature: ______________________________________
Date: _____________________
79
VII. GRADUATE DIPLOMA IN LANGUAGE AND LITERACY EDUCATION
OPTION A




Core course EDUC 5315 Cr=6.0 Frameworks for Language and Literacy. This course
constitutes a requirement in addition to the course requirements of the Master’s or Doctoral
degree programs.
Students must also successfully complete as part of the MEd or PhD degree, three half courses
from the approved course list.
Students must write their major research project/paper, thesis or dissertation on a topic in
Language and Literacy Education as approved by the Coordinator of the Graduate Diploma in
Language and Literacy Education
Thesis option 7 half courses; MRP option 9 half courses; Course-only option 11 half
courses and for PhD 8 half courses plus dissertation.
With the permission of the Diploma Coordinator, students may substitute up to two half-courses relevant
to Language and Literacy Education offered in programs outside Education in the Faculty of Graduate
Studies at York University or in graduate programs at other universities.
Students must write their major research project, thesis or dissertation on a topic in Language and
Literacy Education as approved by the Coordinator of the Graduate Diploma in Language and Literacy
Education.
OPTION B


Students must successfully complete the diploma core course EDUC 5315 Cr=6.0 Frameworks
for Language and Literacy,
plus three half course equivalents drawn from the approved list of courses linked to the study of
Language and Literacy Education. Direct Entry Diploma students must complete research
requirements for all of the courses in which they are enrolled.
With the permission of the diploma coordinator, students may submit up to two half courses relevant to
Language and Literacy Education offered in other graduate programs at York or other universities.
80
OPTION A FORM
GRADUATE DIPLOMA IN LANGUAGE AND LITERACY EDUCATION
I, __________________________________________________________________
am interested in receiving the Graduate Diploma in Language and Literacy Education in conjunction
(please check):
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
EDUC 5300 Cr=3.0 Oral Language Learning in the Classroom
EDUC 5310 Cr=3.0 Literacy as Social Practice
EDUC 5311 Cr=3.0 Language in the Cosmopolis: Theory and Method
EDUC 5320 Cr=3.0 Reading, Writing and Critical Literacy
EDUC 5330 Cr=3.0 Reading Theories – A Critical Analysis
EDUC 5341 Cr=3.0 Children’s Literature: Approaches and Issues
EDUC 5360 Cr=6.0 African-American Literature
EDUC 5370 Cr=3.0 Indigeneity and Territory in Cultural Traditions
EDUC 5380 Cr=3.0 Second Language Instruction
EDUC 5381 Cr=3.0 Reading and Writing in a Second Language: Theory and Practice
EDUC 5382 Cr=3.0 Listening and Speaking in a Second Language: Theory and Practice
EDUC 5383 Cr=3.0 Multilingual Education
EDUC 5385 Cr=3.0 Multimodal Literacies
EDUC 5520 Cr=3.0 Teaching Writing
EDUC 5521 Cr=3.0 Research on Writing
EDUC 5525 Cr=3.0 The Act of Writing
EDUC 5527 Cr=3.0 Creative Writing Pedagogy
EDUC 5730 Cr=3.0 Issues in Language and Literacy Education for Special Populations
35 and PhD degree requirements on page 57) I have completed the core course (please
check):
____ EDUC 5351 Cr=6.0 Frameworks for Language and Literacy Theory and Research
My major research project/thesis/dissertation topic is in the area of Language and Literacy
Education.
Title: _______________________________________________________________
Student’s signature: _____________________________ Date: _______________
Approved by the Language and Literacy Education Coordinator:
_________________________________________
Signature
_________________________
Date
81
OPTION B FORM
GRADUATE DIPLOMA IN LANGUAGE AND LITERACY EDUCATION
I, _______________________________________________________________,
wish to apply for the Graduate Diploma in Language and Literacy, Option B.
____ EDUC 5351 Cr=6.0 Frameworks for Language and Literacy Theory and
Research
and have completed three (3) half courses from the following approved list:
(please check):
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
EDUC 5300 Cr=3.0 Oral Language Learning in the Classroom
EDUC 5310 Cr=3.0 Literacy as Social Practice
EDUC 5311 Cr=3.0 Language in the Cosmopolis: Theory and Method
EDUC 5320 Cr=3.0 Reading, Writing and Critical Literacy
EDUC 5330 Cr=3.0 Reading Theories – A Critical Analysis
EDUC 5341 Cr=3.0 Children’s Literature: Approaches and Issues
EDUC 5360 Cr=6.0 African-American Literature
EDUC 5370 Cr=3.0 Indigeneity and Territory in Cultural Traditions
EDUC 5380 Cr=3.0 Second Language Instruction
EDUC 5381 Cr=3.0 Reading and Writing in a Second Language: Theory and Practice
EDUC 5382 Cr=3.0 Listening and Speaking in a Second Language: Theory and Practice
EDUC 5385 Cr=3.0 Multimodal Literacies
EDUC 5520 Cr=3.0 Teaching Writing
EDUC 5521 Cr=3.0 Research on Writing
EDUC 5525 Cr=3.0 The Act of Writing
EDUC 5527 Cr=3.0 Creative Writing Pedagogy
EDUC 5730 Cr=3.0 Issues in Language and Literacy Education for Special Populations
Date: ______________________
Approved by the Language and Literacy Education Coordinator:
Signature: _______________________________ Date: _____________________
82
VIII. GRADUATE DIPLOMA IN MATHEMATICS EDUCATION
OPTION A
This option is offered in conjunction with the MEd or PHD degree.

Students must successfully complete two core courses (6 credits):
EDUC 5840/MATH 5840 3.0 Mathematics Learning Environments or
EDUC 5841/MATH 5900 3.0 Thinking about Teaching Mathematics,
and
EDUC 5210/MATH 5910 3.0 Quantitative Research Methods in Education or
EDUC 5200 3.0 Qualitative Research Methods in Education.



One additional full course or two half-courses (6 credits) from the approved course list.
An additional 3.0 credit course.
A Thesis, Major Research Paper, or Dissertation (as part of the degree), on a mathematics education
topic approved by the Diploma Coordinator in the Graduate Program in Education.

OPTION B
All students must successfully complete 5 half courses or equivalent (15 credits):

One core half-course (3 credits)
EDUC 5841 3.0 Thinking about Teaching Mathematics.

Two additional full courses or four additional half courses (12 credits) from the approved course list.
Note – students may count for credit only one of EDUC 5210/MATH 5910 3.0 Quantitative Research
Methods in Education, or EDUC 5200 3.0 Qualitative Research Methods in Education.
Group 1
EDUC 5215 Cr=3.0
EDUC 5840/MATH 5840 Cr=3.0
EDUC 5841/MATH 5900 Cr=3.0
EDUC 5845 Cr=3.0
EDUC 5860 Cr=3.0
EDUC 5848 Cr=3.0
EDUC 5900 Cr=3.0
Research in Mathematics Education
Mathematics Learning Environments
Thinking about Teaching Mathematics
Mathematics and Science Understanding in Early Childhood
Issues in Digital Technology in Education.
Technology and Mathematics Education
Directed Reading [related to mathematics education]
83
Group 2
MATH 5450/ EDUC 5837 Cr=6.0
MATH 5100
Cr=6.0
MATH 5210/EDUC 5835A Cr=3.0
MATH 5220/EDUC 5835B Cr=3.0
MATH 5300 Cr=6.0
MATH 5500 Cr=6.0
MATH 5020 Cr=6.0
MATH 5400 Cr=6.0
MATH 5410 Cr=6.0
MATH 5420 Cr=6.0
MATH 5430/EDUC 5838A Cr=3.0
MATH 5440/EDUC 5838B Cr=3.0
Geometry for Teachers
Mathematical Literature Seminar for Teachers
Problem Solving I
Problem Solving II
Microcomputers for Teachers
Topics in Mathematics for Teachers
Fundamentals of Mathematics for Teachers
History of Mathematics for Teachers
Analysis for Teachers
Algebra for Teachers
Statistics for Teachers.
Probability for Teachers
To enroll in any Group 2 course:
1. Students will require permission of the instructor unless a) they have a degree in mathematics, or b)
they are enrolled in the MA program in Mathematics for Teachers.
2. It is strongly recommended that students have completed at least 12 university level credits (2 full
courses) in mathematics. For students without this background, the following two undergraduate half
courses are suggested as preparation:
AS/SC/MATH 2221 Cr=3.0 Linear Algebra with Applications I, and
AS/SC/MATH2222 Cr=3.0 Linear Algebra with Applications II
NOTE: Admission to either the Concurrent or the Direct Entry Diploma for students with no postsecondary background in mathematics will be conditional upon successful completion of
MATH1580/1590 or equivalent within the first twelve months of graduate study. These 6 credits will be
in addition to the normal requirements for the diploma.
With the permission of one of the Math Ed Diploma Coordinators, students may substitute up to two
other elective half courses not on the list above but relevant to mathematics education offered in the
Graduate Program in Education or the Graduate Program in Mathematics and Statistics, or other Faculty
of Graduate Studies courses at York University.
84
Option A - Form 1
FOR CURRENT GRADUATE STUDENTS WHO WISH TO APPLY FOR THE
GRADUATE DIPLOMA in MATHEMATICS
Degree concurrent
This diploma is awarded in conjunction with the MEd and PhD degrees taken in the Graduate Program in
Education at York University, and with the M.A. Program in Mathematics for Teachers.
Name: (please print) _______________________________________________________________,
Please provide information about the York University Graduate Program in which you are currently
registered:
Program (check one)
Start Date
Expected end
date
______M.Ed.
______PhD, Education
_____ M.A. Program in Mathematics for Teachers
Courses completed
Courses in which you are currently enrolled
Anticipated Focus of Major Research Paper / Survey Paper / Thesis (if known):
___________________________________________________________________
Name(s) of Supervisor (if known): ______________________________________
Education/Background:
Degree(s) Held
Completion date
Discipline/Subject
University
Completion date
University
Bachelors
Masters
Other (specify)
Additional courses in mathematics including AQ’s
Teaching experience: (years and levels taught) ______________________________________
85
Personal Statement (maximum length 2 pages)
Please provide a statement outlining why you are interested in enrolling in the Graduate Diploma in
Mathematics Education, and providing information on the following:
1.
Your background in mathematics;
2.
Your area(s) of interest within mathematics education;
3.
Experiences that led to your interest in the program;
4.
What you hope to gain from completing this diploma.
Signature: ____________________________ Date: __________________
Please send a copy of this form and your personal statement to the Graduate Program in Education Office,
282 Winters College
Approved by the Graduate Diploma in Mathematics Education Coordinator:
Signature: _______________________________________
Date: __________________________________
86
OPTION A - FORM 2
GRADUATE DIPLOMA IN MATHEMATICS EDUCATION
Option A
I, __________________________________________________________________
am interested in receiving the Graduate Diploma in Mathematics Education in conjunction
with my MEd/PhD degree.
I have completed two core courses (6 credits)
(please check):
____
____
____
____
EDUC 5841/MATH 5900 3.0 Thinking about Teaching Mathematics
and
EDUC 5210/MATH 5910 3.0 Quantitative Research Methods in Education or
EDUC 5200 3.0 Qualitative Research Methods in Education.
and one additional full course or two half-courses (6 credits) from the approved course list:
____
EDUC __________________________________________________
____
EDUC __________________________________________________
In addition to the required courses for my degree (see MEd degree requirements on page 35
and PhD degree requirements on page 57) I have completed an additional course (please check):
____
EDUC _______________________________________________
My thesis/research project/dissertation topic is in the Mathematics Education area:
Title: _________________________________________________________________
_____________________________________________________________________________
Date: _____________________________________________
page signed by the supervisor and a copy of the abstract to the Graduate Program in Education
Office 282 Winters College.
_________________________________________
Signature
Date
_________________________
87
OPTION B - FORM
GRADUATE DIPLOMA IN MATHEMATICS EDUCATION
I, ____________________________________________________________
wish to apply for the Graduate Diploma in Mathematics Education.
I have successfully completed 5 half courses or equivalent (15 credits):
One core half-course (please check one)
____
EDUC 5840/MATH 5840 3.0 Mathematics Learning Environments
____
EDUC 5841 3.0 Thinking about Teaching Mathematics.
In addition I have successfully completed the following two full courses or four
half courses (12 credits) from the approved course listing.
1._____________________________________________________________
2._____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
Date: ______________________
Signature: ______________________________________
Date: _____________________
88
IX.
GRADUATE PROGRAM IN POST-SECONDARY EDUCATION:
COMMUNITY, CULTURE AND POLICY
OPTION A




Core course EDUC 5412 Cr=3.0 Changing Currents in Post-Secondary Education. This course
constitutes a requirement in addition to the course requirements for the MEd or PhD degree program.
Successfully complete as part of their degree three half-courses from the approved course list.
Write the major research project, thesis or dissertation on a topic in post-secondary education as
approved by the Co-ordinator of the Graduate Diploma in Post-Secondary Education.
With the permission of their supervisor, students may submit up to half courses relevant to postsecondary education offered in other graduate programs at York or other universities.
OPTION B


Core course EDUC 5412 Cr=3.0 Changing Currents in Post-Secondary Education.
Successfully complete four half courses from the approved course list.
EDUC 5205 Cr=3.0 Policy Research in Education
EDUC 5230 Cr=3.0 Textual Analysis in Education
EDUC 5260.Cr=3.0 Research Practicum on Focus Groups and Surveys for Higher Education
EDUC 5409 Cr=3.0 Ontario Post-secondary Education Policy 1985 to the Present
EDUC 5410 Cr=3.0 History of Higher Education in Canada
EDUC 5414 Cr=3.0 Higher Education and Economic Life
EDUC 5416 Cr=3.0 Globalization and Comparative Higher Education
EDUC 5417 Cr=3.0 Internationalization of Higher Education
EDUC 5419 Cr=3.0 Faculty Unions and their Associations in Canada
EDUC 5436 Cr=3.0 Transition, Access, and the Education of New Canadians
EDUC 5449 Cr=3.0 Adult and Community Education
EDUC 5451 Cr=3.0 Women in Higher Education
EDUC 5455 Cr=3.0 Student Experiences and Outcomes in Colleges and Universities
EDUC 5461 Cr=3.0 Education and the Sociology of the Professions
EDUC 5715 Cr=3.0 Students with Disabilities in Post-secondary Education
EDUC 5860 Cr=3.0 Issues in Digital Technology in Education
UTAL 5000 Cr=3.0 University Teaching and Learning
89
OPTION A FORM
GRADUATE DIPLOMA IN POST-SECONDARY EDUCATION
I, __________________________________________________________________
am interested in receiving the Graduate Diploma in Post-Secondary Education in conjunction
(please check):
___ EDUC 5204 Cr=3.0 Policy Research in Education
___ EDUC 5230 Cr=3.0 Textual Analysis in Education
___ EDUC 5260.Cr=3.0 Research Practicum on Focus Groups and Surveys for Higher Education
___ EDUC 5409 Cr=3.0 Ontario Post-secondary Education Policy 1985 to the Present
___ EDUC 5410 Cr=3.0 History of Higher Education in Canada
___ EDUC 5414 Cr=3.0 Higher Education and Economic Life
___ EDUC 5416 Cr=3.0 Globalization and Comparative Higher Education
___ EDUC 5417 Cr=3.0 Internationalization of Higher Education
___ EDUC 5419 Cr=3.0 Faculty Unions and their Associations in Canada
___ EDUC 5436 Cr=3.0 Transition, Access, and the Education of New Canadians
___ EDUC 5449 Cr=3.0 Adult and Community Education
___ EDUC 5451 Cr=3.0 Women in Higher Education
___ EDUC 5455 Cr=3.0 Student Experiences and Outcomes in Colleges and Universities
___ EDUC 5461 Cr=3.0 Education and the Sociology of the Professions
___ EDUC 5715 Cr=3.0 Students with Disabilities in Post-secondary Education
___ EDUC 5860 Cr=3.0 Issues in Digital Technology in Education
___ UTAL 5000 Cr=3.0 University Teaching and Learning
35 and PhD degree requirements on page 57) I have completed the core course (please
check):
____EDUC 5412 Cr=3.0 Changing Currents in Post-Secondary Education
My thesis/research project/paper/dissertation topic is in the Post-Secondary Education area.
Title:
Date: _____________________________________________
Approved by the Graduate Diploma in Post-Secondary Education Coordinator:
_________________________________________
Signature
Date
_________________________
90
OPTION B FORM
GRADUATE DIPLOMA IN POST-SECONDARY EDUCATION
I, _______________________________________________________________,
wish to apply for the Graduate Diploma in Post-Secondary Education, Option B.
____EDUC 5412 Cr=3.0 Changing Currents in Post-Secondary Education
and have completed four (4) half courses from the following approved list:
(please check):
___ EDUC 5204 Cr=3.0 Policy Research in Education
___ EDUC 5230 Cr=3.0 Textual Analysis in Education
___ EDUC 5260.Cr=3.0 Research Practicum on Focus Groups and Surveys for Higher
Education
___ EDUC 5409 Cr=3.0 Ontario Post-secondary Education Policy 1985 to the Present
___ EDUC 5410 Cr=3.0 History of Higher Education in Canada
___ EDUC 5414 Cr=3.0 Higher Education and Economic Life
___ EDUC 5416 Cr=3.0 Globalization and Comparative Higher Education
___ EDUC 5417 Cr=3.0 Internationalization of Higher Education
___ EDUC 5419 Cr=3.0 Faculty Unions and their Associations in Canada
___ EDUC 5436 Cr=3.0 Transition, Access, and the Education of New Canadians
___ EDUC 5451 Cr=3.0 Women in Higher Education
___ EDUC 5455 Cr=3.0 Student Experiences and Outcomes in Colleges and Universities
___ EDUC 5461 Cr=3.0 Education and the Sociology of the Professions
___ EDUC 5715 Cr=3.0 Students with Disabilities in Post-secondary Education
___ EDUC 5860 Cr=3.0 Issues in Digital Technology in Education
___ UTAL 5000 Cr=3.0 University Teaching and Learning
Date: ______________________
Approved by the Graduate Diploma in Post-Secondary Education Coordinator:
Signature: ______________________________________
Date: _____________________
91
X.
GRADUATE DIPLOMA IN EDUCATION IN THE URBAN
ENVIRONMENTS
OPTION A
Requirements for the Diploma




Core course EDUC 5440 Cr=3.00 Urban Education. This course constitutes a requirement in
addition to the course requirements for the MEd of PhD degree.
In addition successfully complete as a part of the MEd of PhD degree three half courses from the
approved list of courses linked to the study of Urban Education. With the permission of the Diploma
Coordinator, you may substitute up to two half-courses relevant to Urban Education offered in
programs outside Education in the Faculty of Graduate Studies at York University or in graduate
programs at other universities.
Students must write their major research project, paper, thesis, or dissertation on a topic in urban
environments approved by the Coordinator of the Graduate Diploma in the Urban Environments.
OPTION B
This option is offered as a direct entry diploma only (no degree).
Requirements for the Diploma


Core course EDUC 5440 Cr=3.00 Urban Education.
In addition successfully complete four half-courses from the approved list of courses linked to the
study of urban environments. With the permission of the Diploma Coordinator, you may substitute up
to two half-courses relevant to Urban Education offered in programs outside Education in the Faculty
of Graduate Studies at York University or in graduate programs at other universities.
EDUC 5225 Cr=3.0 (de)Colonizing Research Methodologies
EDUC 5250 Cr=3.0 Practitioner Research
EDUC 5310 Cr=3.0 Literacy and Social Context
EDUC 5311 Cr=3.0 Language in the Cosmopolis
EDUC 5402 Cr=3.0 Gender, Race and Class Relations in the History of Canadian Schooling
EDUC 5420 Cr=3.0 Race, Culture and Schooling
EDUC 5421 Cr=3.0 Discourses of Race and Racist Discourses
EDUC 5435 Cr=3.0 Studies of Adolescents and Cultural Experience
EDUC 5436 Cr=3.0 Transitions, Access and the Education of New Canadians
EDUC 5449 Cr=3.0 Adult and Community Education
EDUC 5460 Cr=3.0 Sociology of Education
EDUC 5462 Cr=3.0 Current Policy Issues in Ontario Schooling
EDUC 5480 Cr=3.0 Families and Schools
EDUC 5720 Cr=3.0 Disability in Society
EDUC 6205 Cr=3.0 Ethnography of Education
CMCT 6114 Cr=3.0 Communication, Culture and the City
ENGL 6570 Cr=6.0 Texts and Textual Cities
ENVS 6133 Cr=3.0 Plurality and Planning
FILM 5240 Cr=3.0 City as Cinema: Film and City Space
GEOG 5350 Cr=3.0 Geographic Perspectives on Immigration, Ethnicity and Race in Modern Cities
THEAT 6515 Cr=3.0 Performing Arts in the City
92
OPTION A FORM
GRADUATE DIPLOMA IN THE URBAN ENVIRONMENTS
I, __________________________________________________________________
am interested in receiving the Graduate Diploma in The Urban Environments in conjunction with
my MEd/PhD degree. I have completed the following 3 half-courses for the diploma (please check):
___ EDUC 5225 Cr=3.0 (de)Colonizing Research Methodologies
___ EDUC 5250 Cr=3.0 Practitioner Research
___ EDUC 5310 Cr=3.0 Literacy and Social Context
___ EDUC 5311 Cr=3.0 Language in the Cosmopolis
___EDUC 5383 Cr=3.0 Multilingual Education
___EDUC 5402 Cr=3.0 Gender, Race and Class Relations in the History of Canadian Schooling
___ EDUC 5420 Cr=3.0 Race, Culture and Schooling
___ EDUC 5421 Cr=3.0 Discourses of Race and Racist Discourses
___ EDUC 5435 Cr=3.0 Studies of Adolescents and Cultural Experience
___ EDUC 5436 Cr=3.0 Transitions, Access and the Education of New Canadians
___ EDUC 5462 Cr=3.0 Current Policy Issues in Ontario Schooling
___ EDUC 5480 Cr=3.0 Families and Schools
___EDUC 5720 Cr=3.0 Disability in Society
___EDUC 6205 Cr=3.0 Ethnography of Education
___CMCT 6114 Cr=3.0 Communication, Culture and the City
___ENGL 6750 Cr=6.0 Texts and Textual Cities
___ENVS 6133 Cr=3.0 Plurality and Planning
___FILM 5240 Cr=3.0 City as Cinema: Film and City Space
___GEOG 5350 Cr=3.0 Geographic Perspectives on Immigration, Ethnicity and Race in Modern Cities
___THEAT 6515 Cr=3.0 Performing Arts in the City
and in addition to the required courses for my degree (see MEd degree requirements on page 35
and PhD degree requirements on page 57) I have completed the core course (please check):
the core course ___ EDUC 5440.03 Urban Education.
My thesis/research paper/inquiry project/dissertation topic is on a topic in urban education.
Title: _________________________________________________________________
______________________________________________________________________.
Student’s signature: ________________________Date: ________________________
When your thesis/research paper/dissertation is complete, please submit a copy of the title page
signed by the supervisor and a copy of the abstract to the Graduate Program in Education Office
282 Winters College. Approved by the Urban Environments Coordinator:
_________________________________________
Signature
_________________________
Date
93
OPTION B FORM
GRADUATE DIPLOMA IN THE URBAN ENVIRONMENTS
I, __________________________________________________________________
wish to apply for the Graduate Diploma in The Urban Environments, Option B.
I am enrolled in or have completed the core course:
_____ EDUC 5440.03 Urban Education
I am enrolled in or have completed four (4) half courses from the following approved list
(please check):
___ EDUC 5225.03 (de)Colonizing Research Methodologies
___ EDUC 5250.03 Practitioner Research
___ EDUC 5310.03 Literacy and Social Context
___ EDUC 5311.03 Language in the Cosmopolis
___EDUC 5383.03 Multilingual Education
___EDUC 5402.03 Gender, Race and Class Relations in the History of Canadian Schooling
___ EDUC 5420.03 Race, Culture and Schooling
___ EDUC 5421.03 Discourses of Race and Racist Discourses
___ EDUC 5435.03 Studies of Adolescents and Cultural Experience
___ EDUC 5436.03 Transitions, Access and the Education of New Canadians
___ EDUC 5449.03 Adult and Community Education
___ EDUC 5462.03 Current Policy Issues in Ontario Schooling
___ EDUC 5480.03 Families and Schools
___EDUC 5720.03 Disability in Society
___EDUC 6205.03 Ethnography of Education
___CMCT 6114.03 Communication, Culture and the City
___ENGL 6750.06 Texts and Textual Cities
___ENVS 6133.03 Plurality and Planning
___FILM 5240.03 City as Cinema: Film and City Space
___GEOG 5350.03 Geographic Perspectives on Immigration, Ethnicity and Race in Modern Cities
___THEAT 6515.03 Performing Arts in the City
Date: _____________________________________________
Approved by the Urban Environments Coordinator:
_________________________________________
Signature
_________________________
Date
94
XI.
RESEARCH INVOLVING HUMAN PARTICIPANTS
The Senate Policy for the Ethics Review Process for Research Involving Human Participants states that
all University-based research involving human participants, whether funded or non-funded, faculty or
student, scholarly, commercial or consultative, is subject to the ethics review process. Go to:
http://www.yorku.ca/secretariat/policies/document.php?document=94
The Faculty of Graduate Studies (FGS) Human Participants Research Guidelines along with forms TD2,
TD3 and TD4 found on the Faculty of Graduate Studies website at York University
http://www.yorku.ca/grads/current_students/ethics.html
Students undertaking research with human participants are required to:
1. Complete Mandatory Ethics Training
Do the TCPS on-line tutorial on Ethical Conduct for Research Involving Human Participants
(http://www.pre.ethics.gc.ca/eng/education/tutorial-didacticiel/). Upon completion of the
tutorial, print out a certificate of completion (electronic or hard copy) and submit it with your ethics
package. This certificate will be kept on file in the Education Graduate Program Office.
2. Submit Research for Ethics Approval
All proposals must first be approved by the supervisory committee (for theses and dissertations), the
supervisor (for MRPs), or the course director (for course-based research assignments).
Then the proposals are submitted to the Graduate Program in Education office, 282 Winters College, who
will forward them to the appropriate body.
You may not begin your research until you have received ethics approval from the appropriate body as
outlined below:

Thesis and Dissertation Research involving human participants that are unfunded is reviewed
and approved by York University’s Human Participants Review Sub-committee (HPRC).
Guidelines and forms for the above (TD1 TD2, TD3 & TD4) are located on the Faculty of
Graduate Studies (FGS) website at York University

For Theses, Dissertations, and all funded and/or non-minimal risk research: Complete the
following forms: TD2 FGS Human Participants Research Protocol Form; TD3 Informed
Consent Checklist for Researchers; TD4 Statement of Relationship between Proposal and
Existing Approved Research/Facilities (if appropriate)

Major Research Projects (MRPs), Research Assignments for Graduate Courses involving
human participants that is unfunded and minimal risk are reviewed and approved by the
Graduate Program in Education Human Participants Review Committee. Ethics are
reviewed under an expedited process (maximum of a 2 week turnaround) by two faculty members
who are in an arm’s length position in relation to the research.

Ethics forms are submitted electronically to the Graduate Program in Education Office. The
Graduate Program Coordinator then distributes the copies appropriately.

95
For MRPs and Course-Based Research Assignments complete the following forms: TD2
Human Participants Research Protocol Form; Graduate Education Checklist for MRPs &
Coursework; (if appropriate the TD4 Statement of Relationship between Proposal and Existing
Approved Research).
Instructions for Course Work-Related Research Involving Human Participants
In the past, all research involving human participants that was conducted in graduate courses required
each student to complete a TD2 form. Effective January 2006, course directors of graduate courses will
have the added option of submitting a general course work protocol. The course work-related protocol is
designed for instances when all students in a course are conducting research using the same methodology
and instrument. At the graduate level, these instances will be less frequent than at the undergraduate level
and will most likex. ly be associated with research method courses. In other course work, graduate
students will most likely still need to complete a TD2 form, as they develop their own Informed Consent
Forms, interview questions, surveys, etc.
The approval and reporting of course work-related research involving human participants involves two
forms, the CW1 and CW2. The process is:
CW1:
1. The course director (CD) completes and signs the form before the research commences, and
submits it to the graduate program office.
2. The form is presented to the Graduate Program in Education Human Participants Review
Committee for review. Once approved or denied, the committee returns the CW1 to the graduate
program assistant (GPA).
3. The GPA keeps the original CW1 and sends a copy of the top page only to the CD. The CD is
required to keep this page for 2 years.
4. On May 31st each year, the GPA submits all original CW1s to the GPD.
CW2:
1. At the end of the research process, all students in the course who have conducted minimal risk
research approved through the CW1 process complete and sign the CW2 form.
2. The CD also signs the form.
3. When the course grades are submitted, the CD submits the signed CW2 form to the GPA.
4. On May 31st each year, the GPA submits all completed CW2 forms to the GPD.
Reporting:
Using the data provided on the CW1 and CW2 forms, the GPD will have access to information about the
courses and the number of students in those courses whose research involved human participants. This
information is then included in the ethics report submitted annually to FGS, on an Appendix C form.
96
MRP AND COURSE-BASED RESEARCH:
GUIDELINES FOR DEVELOPING INFORMED CONSENT DOCUMENTS
Please Note: Guidelines for informed consent documents for thesis and dissertation research may differ
from the guidelines for MRPs and course-based research assignments. Information on informed consent
for theses and dissertations is available on the Faculty of Graduate Studies website (www.yorku.ca/grads)
as well as the York University Office of Research Services website (http://research.yorku.ca).
Graduate students are encouraged to refer to these websites, but please keep the differences in
mind if you are doing MRP or course-based research assignments.
All research that is conducted in schools must have administrative consent. Some school boards (e.g.,
Toronto District School Board) require approval by their own research committees. It is your
responsibility to secure the appropriate consents before beginning your research.
Principles of Informed Consent
All human participants (e.g., interviewees, research participants, community members, etc) have the right
to be informed of:
1.
2.
3.
4.
5.
6.
Nature of the research (e.g., goals and objectives, hypotheses.);
Research methodology to be used (e.g., interviews, questionnaires, participant observation);
Risks and/ or benefits;
Their right not to participate, not to answer any questions, and/or to terminate participation at any
time without prejudice (e.g., without academic penalty, withdrawal of remuneration);
Their right to anonymity and confidentiality;
Any other issues of which the participants should be aware, relevant to specific protocols and
research projects.
How Informed Consent Is Obtained
The manner researchers use to obtain informed consent varies according to the nature of the research,
status of the participants, and culturally-specific norms. Although the principles of informed consent must
always be met, there is flexibility with regard to how this consent is obtained. The following three
methods are acceptable:
1. Informed Consent Form: The traditional informed consent form is the standard for research
involving human participants. This form details the principles outlined above and requires the
participant’s signature.
2. Informed Consent Letter: Where the traditional informed consent form is not preferred or is not
appropriate (e.g., communications to parents/guardians regarding their child’s participation in a
research study, interviews with artists or government officials, mass mailed questionnaires), the
researcher may wish to seek permission through a letter. This letter must incorporate the
principles of informed consent outlined above and usually requires the participant’s signature.
3. Verbal Statement: In some instances, where written communication is not feasible (children,
illiterate adults, certain communities), researchers can relay the principles of informed consent
verbally. This requires a written script that contains the elements of informed consent. The script
is read to the participant who verbally agrees/does not agree to be a part of the study.
General Points to Consider When Developing Informed Consent Forms
1. Use a language level appropriate to the age and reading level of participants.
2. Use inviting “user-friendly” language. Avoid legalistic terms as much as possible.
3. Use formatting, highlighting and 12 point or greater font size to make consent forms easy to read.
97
4. Spell check and carefully proofread the final version for readability, correct spelling, and good
grammar and punctuation.
5. The consent form should be written in the second person. (Use ‘you’, not ‘I’.)
6. Refer to individuals involved in the study as participants, not subjects.
7. The consent form should be dated and signed by the researcher and the participants.
8. Participants should receive a copy of the consent form for their records.
For Participants Who Are Minors
A parent's or guardian's consent is necessary for all participants who are minors (under the age of 18).
Consent forms should be worded to indicate this. The name of the minor as well as the parent or
guardian's capacity should be included.
The written or verbal assent of minor participants is to be obtained for children and youth above the age
of 6. (See assent form template.)
TEMPLATES AND SAMPLE DOCUMENTS
It is impossible to come up with one generic model that will suffice for every research endeavour;
however, the following small sample of templates and consent documents may be used to guide
researchers in the development of their own documents. You may follow FGS template found on their
web site: http://www.yorku.ca/grads/policies/informed_consent_form.pdf
or follow the templates below.
Informed Consent Form Template
Although the consent process varies according to each project, the items that follow are usually included.
Please note that the statements in each section do not have to be used verbatim (unless noted), nor in the
order they are presented below. They should be seen as guides that are to be applied and/or modified as
appropriate for your specific study.
You may develop your own form or you may use this template. Make sure, however, that you include all
required information.
Date:
Study Title:
Researcher: Name of researcher, contact information (email address and/or phone)
Description of the Research:
Purpose: Explain the purpose of the research in easy to understand language. Provide a brief
rationale as appropriate. Be sure that the description of the purpose provided in the consent form is
consistent with the purpose as stated in the accompanying documents. Include an invitation to
participate.
Why Research Is Being Undertaken: Major Research Project or Course-Based Research
Assignments

For Course-Based Research Assignments
Inform the participant/parent/guardian that you are conducting this study as part of the requirements
for a graduate course (and give the course title). If you intend to use the data as part of your Thesis,
MRP, or dissertation, you must inform the participant (e.g., I may also use the data I collect from this
project for a [select whichever is appropriate: major research project or thesis] as part of the
requirements of the Masters of Education degree in Language, Culture, and Teaching from York
University.)
98
(e.g., I may also use the data I collect from this project as part of a major research project [or
thesis] as part of the requirements of the Masters of Education degree in Language, Culture, and
Teaching from York University.)

For MRP
Inform the participant that you are conducting this study as part of a major research project to fulfill
the requirements of the Masters of Education degree in Language, Culture, and Teaching from York
University.
Invitation to Participate:

Invite the individual/child to participate in research.

It may also be appropriate to provide an explanation of why they have been asked to
participate. In this case, you may want to include criteria that would exclude the
individual/child from participating.
What You Will Be Asked to Do in the Research:

Describe the research protocol clearly and concisely in simple lay terms.

State the expected duration of the participation, including number of sessions or visits, amount of
time for each, amount of time required for interviews, etc.

Provide information regarding audio or video taping and transcription of tapes as appropriate. If
the study takes place in a school, and involves use of class time, include a description of what
students who refuse participation or whose parents/guardians refuse participation will do when
the other students are involved in the study.

If the study involves activities that are part of the regular class routine, explain that the results for
students who do not participate will not be included.

Indicate that a decision to participate or not participate will not affect marks or class standing.

If you intend to share the results with the participant/child, explain how you will do so.
Risks and Discomforts:


Explain that you do not anticipate any risks associated with participation in the research.
If there are possibilities of risk, harm or inconvenience, they must be described. (e.g., I do not
anticipate any risk in your participating in this study. However, you may become uncomfortable
answering some of the questions.)
Benefits of the Research and Benefits to You [Your Child]:



Describe any reasonably expected benefits to the participant and/or the research community or
general public.
Some research has no direct benefit to the participant, but may have potential benefits to the
research community or the general public. Explain this to the participant.
Discuss also any anticipated payments or reimbursements. (Note that if an individual decides to
stop participating must still receive the promised compensation
Voluntary Participation:

Explain that participation in the study is completely voluntary. The participant, or a
parent/guardian on the participant’s behalf, may choose to stop participating at any time.
99

Explain that a decision not to volunteer will not influence any relationship with the researchers
or any other group associated with the project. (Specify what that is - - employment, class
standing, access to services, marks in a course) and/or nature of the relationship with York
University either now, or in the future.
Withdrawal from the Study:


Explain that the participant (or parent/guardian on the child’s behalf) may stop participating in the
study at any time for any reason. If individuals decide to stop participating, any information they
provide will be destroyed.
Explain that a decision to stop participating, or to refuse to answer particular questions, will not
affect any relationship with the researchers, York University, or any other group associated with
this project.
If an individual decides to stop participating, they will still be eligible to receive the promised
compensation for agreeing to be in the project (as appropriate).
Confidentiality:





Provide information regarding who will have access to the data (generally limited to the
researcher and supervisor).
Provide information regarding the storage method, length of retention of data (including
computer disks, audio and video tapes), and schedule and method for their disposal. Data should
be kept in a locked facility. If the data are kept on a computer hard drive, explain how security
will be maintained.
There is no mandated time limit per se regarding data retention. The requirement is simply that
you must be specific as to what happens to the data at the end of your project. However, you are
not expected to keep data for an indefinite length of time.
Assure the participant that all information supplied during the research will be held in confidence.
Explain how confidentiality and anonymity will be assured.
Uses for the Data:

You must inform the participant/parent/guardian: If you are intending to quote some of the
participant’s responses in the final paper and/or if you are intending to use the data for papers or
publications. Provide assurances, unless specifically indicated in the consent form, the
participant’s name [and the names of other persons or places the participant mentions] will not
appear in any report or publication of the research.
(e.g., I may quote some of your responses to the interview questions in the final paper that is a
required part of my research project. As well, I may present part of the findings in other papers
and/or publications in classes at York or in other academic and research contexts. No
information that identifies you personally will appear in any papers or publications resulting
from this study. To keep your identity confidential, I will use pseudonyms to refer to you, your
school, and any person to whom you may refer.)
Include this statement regarding confidentiality:

Confidentiality will be provided to the fullest extent possible.
Questions about the Research:


Include who to contact for questions about the research in general and who to contact for
questions about research ethics.
For questions about the research or about the participant’s role in the study: Provide name, email
address, telephone number and other contact information for the student researcher and faculty
supervisor.

100
For questions regarding research ethics: Tell the participant to contact the Graduate Program in
Education Human Participants Review Committee at 416-736-5018.
Include this statement regarding ethics approval: This research has been reviewed by the Graduate
Program in Education Human Participants Review Committee and approved for compliance on research
ethics within the context of the York Senate Policy on research ethics.
Consent Statements and Signatures: There are a variety of consent statements that can be used. It is
necessary to provide a place for the participant/parent/guardian to sign their name and date the document.
The researcher must sign and date the form as well. Make sure you provide participants with a copy of the
signed informed consent form.
I (insert name of participant/parent/guardian), consent [for my child] to participate in (insert study name
here) conducted by (insert investigator name here). I have understood the nature of this project and wish
to participate. I am not waiving any of my legal rights by signing this form. My signature below indicates
my consent.
Signature _____________________________
Participant
Signature ______
Principal Investigator
__________________________________
Date
_____________________________
Date
On parent/guardian consent forms, you may include a statement of choice, for example:
( ) I consent to my child’s participation in this study.
( ) I do not consent to my child’s participation in this study.
For parents/guardians, you may include a separate section or page for signatures so that they can return
the signature page and retain the information in the consent form for their records.
Additional Information for Informed Consent
1. Tapes (audio/video) and Photographs. There are two options if you intend to use audio/video
tapes or photographs:

1) If participants are required to consent to be taped or photographed in order to take part in the
study, clearly state this in the informed consent form in the study description section;

2) If participants have an option to be taped or photographed and may still take part in the study,
clearly explain this in the informed consent form in the study description section, and include a
separate signature line for consent to tapes/photographs.
2. Referrals. If the study has the potential to distress participants, you must include referrals (e.g., to
counselors or other support personnel) for participants to contact if they feel the need to do so.
3. Research conducted by email and web-based research require informed consent.

Provide to participants an online information letter that describes the study and includes the
major elements of informed consent and local contact information. The consent form should
clearly identify the unit that approved the study (e.g., the Graduate Program in Education
Human Participants Review Committee), state the name and email address of the principal
investigator and faculty supervisor, and include information on who participants can contact
101
if they wish to bring a complaint or get further information (e.g., the name and telephone
number of the Graduate Program in Education Human Participants Review Committee).

Participants should be told to print out a copy of the informational letter for their records.

In the case of e-mail research, such as an e-mail interview or survey, return of the survey may
be considered implicit consent.

In the case of web-based research, informed consent can be "documented" by requiring
participants to click on a link or image that (1) indicates acceptance of the consent form, and
(2) advances participants to an online web page that is otherwise inaccessible. Consent forms
should inform participants that responses transmitted over the World Wide Web may not be
secure, unless the study is using a secure server.
Assent Form Template
The assent form is a written document used to inform participants who are minors (under the age of 18) of
the study so they can decide if they want to participate. It is used in addition to the consent form that
parents/guardians receive to document the child’s agreement. The assent form is generally presented to
children who are more than 6 years of age.



The assent forms should be drafted in inviting language appropriate to the child’s age, reading
level, and maturity level.
The form can be presented verbally or in writing.
The child can assent verbally or in writing. If assent is to be sought verbally, the form should
reflect this fact and it should include a place for the researcher to indicate whether verbal assent
was obtained.
Assent Form Template (adapted from Assent Form Templates from the
Hospital for Sick Children and San Diego State University).
1. Date
2. Title of Study
3. Investigator(s)
Introduce yourself as the researcher.
4. Why are we doing this study?
Explain the purpose of the study.
5. What will I be asked to do?
Describe the procedures. If many steps or tasks are involved, consider using a bullet format. Include the
amount of time and the number of sessions.
6. Are there good things and bad things about the study?
Describe the benefits that the child will gain from participation. Describe the risks, if any, associated with
participation, and how the risks will be managed.
7. Who will know about what I said or did in the study?
Briefly and clearly describe provisions for confidentiality.
102
8. What if I have questions about the study?
Invite questions about the study. As appropriate, gGive the child a way to contact you (e-mail address
and/or phone number), if he/she has questions later on.
9. Can I decide if I want to be in the study?
Discuss voluntary participation. Make sure the child understands that the decision is up to her/him. No
one will be upset if he/she doesn't want to participate, even if parents have given their approval. Assure
the child that he/she can agree to participate now, but change her/his mind at any time.
Example of Verbal Assent
I was present when _____________________________________ read this form (or had it read to
her/him) and gave verbal assent.
____________________
Person who obtained assent
_______________________
Signature
__________________
Date
Examples of Written Assent
For a younger child:
Please mark one of the choices below to tell us what you want to do:
___ Yes, I want to be in this project.
___ No, I don’t want to be in this project.
Write your name here
Write the date here
______________________
_____________________
______________________________
Signature of researcher
_____________________
Date
For an older child:
I understand what this study involves, and I agree to participate.
_______________________________
Signature of participant
____________________________
Date
_________________________
Printed name of participant
_______________________________
Signature of researcher
____________________________
Date
103
FGS – TD2 form
YORK UNIVERISTY GRADUATE STUDENT
HUMAN PARTICIPANTS RESEARCH PROTOCOL
Student Name: ___________________________________________ Date: _________________
E-mail: _______________________________________ Phone Number:____________________
Program: ________________________________Degree:_________________________________
Check one:
□ Thesis □ Dissertation □ Major Research Paper □ Course
Title:____________________________________________________________________________
Name of Supervisor (Thesis, Dissertation or MRP) or Course Director:
________________________________________________________________________________
(http://www.yorku.ca/grads/policies/td2_06_2011.pdf)
PART A – GENERAL INFORMATION
1. Is the research you are conducting funded?
No_______
Yes_______
The definition of “funded” does not include funding in the form of student OGS scholarships, SSHRC
fellowships, NSERC scholarships, or CIHR studentships. These awards are intended to support students
through their studies and do not require reports from students on the specific research activities
conducted. The definition of “funded” does apply to grants awarded for specific research projects,
whether those projects be the student’s own research projects or research being conducted as part of a
faculty member’s funded research project. Typically, for funded research, granting agencies require
reports of the research conducted.
2. Is this a revised version of a protocol previously submitted to FGS (and/or HPRC)?
No______
Yes______ If yes, please explain.
PLEASE DO NOT SUBMIT YOUR PROPOSAL TO THE HPRC OFFICE
For Thesis or Dissertation this protocol must be submitted to the Office of the Dean, Graduate
Studies, accompanied by Thesis/Dissertation Proposal Submission Form (i.e. TD1) and your
thesis/dissertation proposal.
In cases requiring preliminary research, this protocol must be submitted to the Office of the Dean,
Graduate Studies accompanied by Thesis/Dissertation Proposal Submission Form (i.e. TD!) and your
research proposal. Please indicate on the TD1 form that your research is a pilot study, or preliminary
research.
104
PART B: RESEARCH INFORMATION
1. Are the risks to participants more than minimum risk?
No_______
Yes_______
The Human Participants Research Committee uses the definition of minimal risk as outlined in the
SSHRC/NSERC/CIHR Tri-Council Policy Statement “Ethical Conduct for Research involving Humans”
(August 1998): “If potential subjects can reasonably be expected to regard the probability and magnitude
of possible harms implied by participation in the research to be no greater than those encountered by the
subject in those aspects of his or her everyday life that relate to the research then the research can be
regarded as within the range of minimal risk” (p. 1.5). An expanded version of this definition is available
from the Office of Research Ethics (5th Floor, York Research Tower) upon request.
2. Project Description and Rationale: In layperson’s terms, please provide a general and very brief
description of the research and rationale (e.g., hypotheses, goals and objectives etc.)
105
3. Participants:
a. State who the participants will be (e.g. experimental subjects, interviewees, community members
to be observed, etc.). Please provide details about the research subjects that are relevant to your
particular research (number, age, sex, students, children, businesspeople, government employees,
etc.). Also discuss the relationship of the researchers to te prospective subjects (e.g. teacher,
parent, advisor, stranger, etc.).
b. How will the participants be recruited (e.g. snowball technique, random sampling, previously
known to the interviewer, telephone solicitation, etc.)?
106
c. Will you be offering inducements to participate (e.g., money, gift certificates, academic credit,
etc.)?
d. What exactly will be required of the participants (e.g., answer a formal questionnaire, respond to
interview questions, engage in a free-ranging discussion, undergo any medical procedures, etc.)?
If applicable, please attach any research instruments(e.g., sample interview questions,
questionnaires, etc.).
4. Risks and Benefits:
a. What are the risks for the participants?
b. What are the benefits to the participants?
107
PART C: This section pertains to issues around informed consent. Before completing, please read
“Important Statement Regarding Informed Consent” attached to the end of this form.
1. Will you provide a full explanation of the research to the participants prior to their participation?
Yes______________
No_____________ (If no, please elaborate)
2. Is substitute consent involved (e.g., for children, youths under 16, incompetent adults)?
Yes____________
No_____________
3. Is deception involved?
Yes______________
No_____________
(If yes, please elaborate below. Please comment on debriefing, if applicable.)
4. Will individuals remain anonymous?
(Please note that it is expected that participants remain anonymous unless they have given their prior
written consent.)
Yes______________
No____________(If no, please elaborate below.)
108
5. Will the data be kept confidential?
(Please note that it is expected that the data will be kept confidential unless the participants have given their
prior written consent. Please also note that if you advise participants that the data will be confidential, you
should state that confidentiality will be ensured, within the limits of the law.)
Yes______________
No_____________ (If no, please elaborate below.)
6. How will data be securely stored and for how long?
7. Please indicate for how long the data will be securely stored and what will happen to the data
after the retention period, that is, will it be destroyed or archived? If archived, indicate where.
8. How will informed consent be obtained? (Check one)
_____ Written Informed Consent Document (Please attach draft version)
_____ *Letter (Please attach draft version)
_____ *Oral Informed Consent Document (Permissible only in extenuating circumstances, where
written communication is not feasible; draft script of oral informed consent must be provided.)
*If informed consent is being obtained by letter or verbally, please provide a rational
regarding why an informed consent form is not being used.
Appendix B provides a checklist for the content of the Informed Consent Document.
9. If you have previously received approval for a research ethics protocol, please attach
documentation, as appropriate.
109
STUDENT DECLARATION
I hereby certify that all information on this form and all statements in the attached documentation are correct
and complete. I understand that all human participants in the research must have signed a written consent
form or have provided oral consent for their participation in the research. I understand that should there be
any change in the research methodology or any increased anticipated risks to human participants, I will advise
the Faculty of Graduate Studies; if these changes are not minor, my research proposal may be required to
undergo a further ethics review. I understand that any misrepresentation in the proposal or attached
documentation may lead to a charge of breach of academic honesty. I also understand that I must retain
Consent Forms for two years following the completion of the research.
________________________________________________ ________________________
Student's Signature
Date
SUPERVISOR DECLARATION
I hereby certify that all information on this form and all statements in the attached documentation are correct
and complete. I have advised the student that, as specified in Item 6 above and in attached documentation, all
human participants in the research must have signed a written consent form or have provided oral consent for
their participation in the research. I have advised the student that the Faculty of Graduate Studies will be
advised of any changes in research methodology or any increased anticipated risks to human participants and
that a further ethics review may be required as a result of such changes. I have advised the student that
Consent Forms must be retained for two years following the completion of the research.
□ A TCPS tutorial certificate dated within the past 2 years is attached.
_______________________________________________
Signature of supervisor (of Thesis, Dissertation, or MRP)
or Course Director
_________________________
Date
Human Participants Research Protocol
Effective: November, 2009
110
Important Statement Regarding Informed Consent
A. The HPRC has adopted the position that all human participants (e.g., interviewees, research
subjects, community members, etc) have the right to be informed of:






the nature of the research (hypotheses, goals and objectives, etc.);
the research methodology to be used (e.g., medical procedures, questionnaires,
participant observation, etc.);
any risks or benefits;
their right not to participate, not to answer any questions, and/or to terminate
participation at anytime without prejudice (e.g., without academic penalty, withdrawal
of remuneration, etc.)
their right to anonymity and confidentiality;
any other issues of which the participants should be aware that are relevant to specific
protocols and research projects.
B. The HPRC recognizes that the manner the researcher uses to obtain the informed consent varies
according to the nature of the research, status of the participants, and culturally-specific norms. Although
the HPRC requires that the principles of informed consent (outlined in A. above) be met, it is very
flexible in how this consent is obtained. The HPRC will accept any of the three methods outlined below:
1. Informed consent form: The traditional informed consent form is the standard for research
involving human participants. This would detail the principles outlined in A. above, and require
the participants' signatures.
2. Letter: Where the traditional informed consent form is not appropriate (e.g., interviews with
artists or government officials, mass mailed questionnaires, etc.), the researcher may wish to seek
permission through a letter inviting them to participate. This letter must nonetheless incorporate
the principles of informed consent outlined in A. above.
3. Verbal statement: In some instances, where written communication is not feasible (children,
illiterate adults, certain communities), researchers can relay the principles outlined in A. above
verbally.
The Office of the Dean, Graduate Studies has created instructions and a template to assist graduate
students in the creation of informed consent documentation. You can find it online at:
The Office of the Dean, Graduate Studies has also developed the Informed Consent Document Checklist
for Graduate Students to assist in the preparation of appropriate informed consent documentation.
C. The HPRC recognizes that researchers completing this protocol may not be at the stage of their
research where they are able to provide this information. Nonetheless, the HPRC requires that a "best
effort" draft be attached to this protocol. PROTOCOLS THAT DO NOT ATTACH THIS
INFORMATION WILL BE RETURNED.
111
FGS TD3 form
INFORMED CONSENT DOCUMENT CHECKLIST FOR THESES AND DISSERTATION
RESEARCHERS
YES
NO
N/A
---------
-------------
---------
---------
-----
-----
DESCRIPTION
Have you included a brief description of the purpose/rationale of the study?
Have your included a brief description of the study design?
If the research involves a questionnaire or a survey, have you provided the questionnaire or survey? Or
supplied sample questions?
Have you indicated the time commitment required of participants?
Have you indicated whether and what incentives are offered to participants and why?
Have you included a brief description of risks/benefits and mitigation methods?
If the study involves any type of physiological assessment or procedure (such as those studies
undertaken by Kinesiology and/or psychology researchers), have you provided the following
information in the Informed Consent Document?:
i. Information about the expertise of the researchers conducting the study (i.e., if it involves giving
an injection, that the researcher is competent to do so)
ii. Notification to participants that are being taken to safeguard their person
iii. Notification to participants of any potential risks and/or impacts to their person due to their
participation
iv. Information for participants on any anticipated circumstances arising from their participation in
the study
v. Notification to participants of any benefits
vi. Contact information for participants regarding resources available to them should any concerns
arise at a later date
Have your described the methods by which confidentiality and anonymity will be attained and
maintained?
Have you included statements of the following (as applicable)?:
i. Participants have the right not to answer questions
ii. Participants have the right to withdraw at any time
iii. Should a participant withdraw from the study, all data generated as a consequence of their
participation shall be destroyed.
iv. Participants shall address any ethical concerns regarding the research to the Manager of Research
Ethics.
v. How the research will be presented or reported
Have you described the storage method, length of retention and disposal method of all data gathered
during the study?
Have you included a statement indicating that the research has been reviewed and approved for
compliance to research ethics protocols by the Human Participants Review Subcommittee (HPRC)
of York University?
Have you provided contact information for participants should they have questions (a contact phone
number for your Graduate Program Office and contact information for the Manager of Research
Ethics for the University at the Office of Research Services,5th Floor, Kaneff Tower, York University ,
phone 416-736-5914)?
Have you provided contact information for yourself as the Principal Investigator (your name, your
campus address, your status--i.e., Graduate Student)
If the study involves the use of a minor, have you included:
i.
A separate information letter to the parents of the minor
ii.
A separate parental permission letter which is to be attached to the minor’s letter of “assent”
iii.
A line for the Parent or Guardian to indicate their relationship to the minor
iv.
A signature line for the parent/guardian of the minor.
-----
Have you included a signature line and a date line for participants?
-----
Have you included a signature and a date line for yourself as Principal Investigator?
112
Checklist for MRP or Coursework
INFORMED CONSENT DOCUMENT CHECKLIST FOR MRP or COURSEWORK
RESEARCHERS
Name of Researcher: ________________________________________________________________
YES
NO
DESCRIPTION
Have you included the date and title of your study?
Have your included contact information for yourself as the principal investigator, your name,
phone, e-mail address, your status – i.e., Graduate Student?
Have you included a brief description of the purpose/rationale of the study?
Have you stated why the research is being undertaken? (e.g., “as part of my major research
project”).
Have you invited the individual to participate and included a brief description of what the
participant will be asked to do in the research?
Have you indicated the time commitment required of participants?
Have you indicated whether and what incentives are offered to participants and why?
Have you included a brief description of benefits, risks and applicable mitigation methods?
Have you indicated that participation is voluntary?
Have you included statements of the following (as applicable)?:
i. Participants have the right not to answer questions
ii. Participants have the right to withdraw at any time
iii. Should a participant withdraw from the study, all data generated as a consequence of their
participation shall be destroyed
Have you described the methods by which confidentiality and anonymity will be attained and
maintained?
Have you described the storage method, length of retention and disposal method of all data
gathered during the study?
Have you included the uses for the data (e.g., MRP, papers, publications)?
Have you included the following statement?:
Confidentiality will be provided to the fullest extent possible.
Have you provided contact information for participants should they have questions about the
research, including:
1) contact information for yourself as Principal Investigator;
2) contact information for your supervisor (phone, e-mail address, office phone number).
Have you stated that participants shall address any ethical concerns regarding the research to the
Graduate Program in Education Human Participants Review Committee at the following phone
number: 416-736-5018?
Have you included the following statement?: This research has been reviewed by the Graduate
Program in Education Human Participants Review Committee and approved for compliance
on research ethics within the context of the York Senate Policy on Research Ethics.
If the research involves interviews, a questionnaire or a survey, have you provided a copy?
If the study involved any type of physiological assessment or procedure, please see the Faculty of
Graduate Studies guidelines.
If the study involves the use of a minor (under the age of 18), have you included:
i. A separate information letter to the parents of the minor
ii. A separate parental permission letter which is to be attached to the minor’s letter of “assent”
or a line on the parental permission letter that indicates the minor’s verbal assent.
iii. A line for the Parent or Guardian to indicate their relationship to the minor
iv. A signature line for the parent/guardian of the minor.
Have you included a signature line and a date line for participants?
Have you included a signature and a date line for yourself as Principal Investigator?
Have you included the Tri-Council tutorial completion certificate?
Approved by: ____________________________________________
Signature of Human Participants Review Committee member
________________
Date
113
FGS TD4 form
TD4 Form
Relationship between Proposed and Existing Approved Research
Student: _______________________________________________________________
(please print)
Program: _______________________________________________________________
Title of Research Proposal: _________________________________________________
______________________________________________________________________
[Supervisor must complete either Part A or Part B; sign and date]
PART A. The above proposal is a subset of a larger project (see title below) which has existing approval
for which I am the Principal Investigator.
Research Involving Human Participants
Approval of the full project, from the York University Human Participants Review Committee (HPRC) is
attached. All the procedures, the methods for participant recruitment and methods for obtaining informed
consent within this proposal (as approved by HPRC for the full project) have not changed. The informed
consent form has not changed.
Research Involving Animals
Approval of the full project, from the York University Animal Care Committee (ACC), is attached. All
procedures for animal care and use in this proposal are unchanged from the full project as approved by the
ACC.
Research Involving Biohazards
Approval of the full project, from the York University Advisory Committee on Biological Safety (ACBS)
is attached. All the procedures relating to the use of biological hazards in this proposal are unchanged
from the full project as approved by ACBS.
Full Project Title: _______________________________________________________________
______________________________________________________________________________
PART B. The above proposal is not a subset of a larger project with existing approval. A copy of the
approval from the appropriate committee(s), as indicated below, is attached:
Research Involving Animals
York University Animal Care Committee (ACC) – approval attached.
Research Involving Biohazards
York University Advisory Committee on Biological Safety (ACBS) – approval attached.
Supervisor’s Name: _______________________________________________________
Supervisor’s Signature: ___________________________ Date: __________________________
Form effective: March 2005
114
CW 1 Form
Form CW1: Course Work-Related Research Involving Human Participants
(Please print clearly or type)
Course Directors are to complete this form (pages 1-4) and deliver it to their program office.
Course Director
Contact information
Office address and phone number:
Email:
Course Number and
Title
Research project title
Dates
Research to begin _______________________________
Research scheduled to end ________________________
Is this a revised version of a previously submitted protocol? YES ___ NO ___
Was the last version approved or denied? Approved ___ Denied ____ Date _____________
DECLARATION
I have examined the guidelines and principles detailed by the HPRC and on the Faculty of Graduate Studies Course
Director Information Sheet, and I am familiar with the Senate Policy for the Ethics Review Process for Research
Involving Human Participants. I confirm that, to the best of my knowledge, this research conforms to the required
guidelines. I will notify the program’s human participants review committee if any major changes are made to the
human participants’ part of this research project. I will also notify the human participants review committee if any
unforeseen risks not specified in the research proposal arise. If this occurs, the study will be suspended pending
clarification.
I am aware of my responsibilities to submit the FGS Course Reporting Form to the Graduate Programme within two
weeks of the end of classes.
___________________________
Course Director’s signature
__________________________
Date
ETHICS COMMITTEE STATEMENT
We, the members of this Graduate Program Human Participants Review Committee, confirm that we reviewed the
project listed above according to ethical standards established in the Senate Policy for the Ethics Review Process for
Research Involving Human Participants. We confirm that this project complies with these standards.
Graduate Program: __________________________
Protocol Status: APPROVED _______________
Date Reviewed: _______________________
NOT APPROVED _______________
Committee Member Signatures: ________________________________________________________
__________________________________________________________________________________
A copy of this page will be returned to the Course Director as notification of the committee’s decision. The Course
Director is to keep the approved protocol form for two years. The Graduate Program Assistant will keep the original
of this page and submit it to the Graduate Program Director by May 31 st for reporting.
EDUCATIONAL ELEMENT
115
How will you, as the Course Director, educate your students on ethical practices in research? At a
minimum, the instructor should make students familiar with York University’s Senate Policy for the
Ethics Review Process for Research Involving Human Participants and the basic principles by which
ethical research involving human participants is conducted. The online TCPS tutorial is a recommended
resource (www.pre.ethics.gc.ca).
ADVISORY ROLE
How will you, as the Course Director, advise students of their responsibilities as researchers conducting
research involving human participants?
a. Will you explain research design and methodology (including recruitment methods)?
Yes
No
b. Will you explain the necessity of obtaining informed consent; what informed consent means, and how
informed consent is appropriately obtained for the research that is being conducted?
Yes
No
c. Will you explain the concepts and importance of: confidentiality and anonymity; informing
participants of risks and benefits of the research; how to properly instruct human participants; and
how to deal properly with storing data, including storing signed informed consent forms for two years
and signing the Graduate Student Researcher Confirmation form, confirming in writing that they
adhered to the protocol?
Yes
No
116
PROJECT OVERVIEW
1. Research Objectives:
2. Will participants be provided with an explanation of the research prior to their participation (if no,
please elaborate)?
3. What is required of participants? (If applicable attach sample questionnaire, etc.)
4.
Who are the participants? Is substitute consent involved? (e.g. children, youths under 18,
incompetent adults, etc. -- if yes, please elaborate)
5. What is the recruitment method?
6. What are the benefits to the participants?
7. What are the risks to the participants?
8. Is deception involved? (if yes, please elaborate and include debriefing details if applicable)
9. Will the participants remain anonymous? (if no, please elaborate)
(Note: It is expected that participants remain anonymous unless participants explicitly give their
permission otherwise, usually in writing)
10. Will the data be kept confidential and by what method? (if no, please elaborate)
(Note: It is expected that the data will be kept confidential unless the participants explicitly give their
permission otherwise)
117
INFORMED CONSENT
INFORMED CONSENT MUST BE OBTAINED FROM ALL HUMAN PARTICIPANTS.
How will informed consent be obtained?
□
□
□
Informed consent forms (please attach draft version)
Letters (please attach draft version, and explain why an Informed Consent Form is not being
used)
Verbally (please attach a draft script of what participants will be verbally told, and explain why
an Informed Consent Form is not being used.)
Your informed consent form, letter, or verbal script must contain the following elements:







Contact Information for the Course Director and the Student Researcher
Brief summary of the research, including objectives and methodology, or a statement indicating why
this information cannot be provided (perhaps at that time) and when (if) debriefing will occur
Risk and/or benefits to participants
The right to withdraw, to not answer questions and to terminate participation at any time without
prejudice
The conditions that will be maintained regarding confidentiality and/or anonymity
Any other issues the participants should be aware of
Signature/date lines – for researcher and participant (when using an Informed Consent Form)
PLEASE NOTE, STUDENT RESEARCHERS ARE RESPONSIBLE FOR KEEPING
INFORMED CONSENT FORMS ON FILE IN A SAFE AND SECURE LOCATION FOR TWO
YEARS AFTER THE CONCLUSION OF THE PROJECT
118
CW 2 Form
Form CW2: Course Work-Related Research
Confirmation and Reporting Form
Course Director’s Confirmation: I ________________________________, hereby confirm
that I
fulfilled my responsibilities regarding minimal-risk, non-funded research involving human
participants (research subject to review) that took place during one or more assignments in this
course. I
fulfilled all of my obligations under the approved protocols for this course and under the university’s Senate Policy
for the Ethics Review Process.
Course # and Title: ________________________________ Course Director: _____________________________
Signature: ____________________________________
Date:
___________________
We, the undersigned, do hereby confirm that we were educated and advised of our responsibilities by our Course
Director and that we fulfilled our obligations as defined by the approved protocol(s) while we conducted research
subject to review. We understood our responsibilities with regard to obtaining the informed consent of participants
and will retain, for two years, relevant documentation including the research protocol and plan, signed informed
consent forms (ICFs), consent letters or the oral consent form script. We will continue to maintain all our obligations
regarding the confidentiality and anonymity of all participants.
Student
Signature
Student
Number
Project Title
Using a course
(CW) or
Individual
(TD2) protocol
Informed
Consent via an
ICF, a Letter,
or Verbally
Date
Course Directors who have obtained approval for course work-related research with a CW1 form are to
submit a completed CW2 to the Graduate Program Assistant when they submit their grades. The Graduate
Programme Assistant will keep the original of this form and submit it to the Graduate Program Director by
May 31st.
119
XII.
FALL 2013 AND JUNE 2014 GRADUATES AND THEIR RESEARCH
DISSERTATIONS
Last Name
Supervisor
Byrne
First
Name
Andrew
Dahya
Negin
Jenson
Emberley
Epstein
Alexandra
Rachel
Dippo
Dippo
FrakeMistak
Mandy
Shanahan
Grabke
Sheldon
Axelrod
Kortenaar
Paul
Morbey
Kumar
PanossianMuttart
Kari
Arpi
Owston
Norquay
Reich
Mara
Krasny
Tavares
Kimberley
James
York
Dennis
Owston
Mayer
Final title
American Sign Language (ASL) Literacy and ASL Literature:
A Critical Appraisal
Mediating Postcoloniality in Education: Mis/Representations
of Muslim Girls using Technology
An Inquiry on "Learning From"
"Married, Single, or Gay?" Queerying and Trans-forming the
Practices of Assisted Human Reproduction Services
"UUDLES" of Accountability: A critical ethnographic policy
analysis of university teaching work within the context of
postsecondary education in Ontario
Institutional Strategies and Factors that contribute to the
Engagement of Recent Immigrant Adult Students in Ontario
Post-Secondary Education
A Rhizoanalysis of the Ontario Science Centre School's
Innovation Project
E-Learning in Higher Education: Designing for Diversity
Armenian-Canadian Women in Diaspora: The Role of Higher
Education in uprooted Lives, Burdened Souls and Enlivened
Spirits
The Development and Use of Translation Competence by
Novice and Experienced Professional Translators:
Implications for Translation Pedagogy
Disrupting the Discourse: Canadian Black Women Teachers
in the Lives of Marginalized Students
Engaging students with real-world experience in the Web 2.0
Era: An exploration of Web video mediated learning in the
university classroom
MASTER OF EDUCATION THESES
Last
Name
Angus
First
Name
Lucille
Supervisor
Britzman
Birioukov Anton
Mannette
Bojagora Maria
Krasny
George
Rhonda
Norquay
Khalid
Mateen
Yon
Final title
What Words Can Do: Analyzing Adult/Child Relations in Narratives
of Literature and Psychosocial Theory
Culture of Absenteeism: An Investigation into the Causes of Persistent
Student Absenteeism
An Ethnographic Study of Adult Ukrainian immigrants' English
Language Learning Experiences: Examining the Relation between
English Language Proficiency and Economic Success in Canada
Beyond the "Usual Suspects": Black Youth Perspectives on
Afrocentric Schooling
Living Here with Lessons from There: Cosmopolitan conversations
after an International Service Learning Trip
120
Lewis
Sonia
James
Miller
Desmond James
Peters
Nailah
Mannette
Rizk
Jessica
Griffith
Schwartz Lisa
Bell
Tu
Zha
Derrick
What Factors Contribute to Afro Jamaican Female High School
Students' Academic Success or Failure?
The Post-Game: Retrospectives of the Experiences of Canadian Black
Student-Athletes on US Athletic Scholarships
Spoken from this urban place, from these dark lips: Using space, place
and poetry to investigate my lived experience as a women of African
descent in the New Urban Environment
Early Literacy Begins with …whom? An exploration of Mothering
Work as a Component in Students' Educational Success
A Study of Oral Language Use in a Grade Three Classroom:
Implications of a Systematic Approach
Physical Educators and Inclusion: An Arts-based Exploratory Study
MASTER OF EDUCATION MAJOR RESEARCH PROJECTS
Last Name First Name Supervisor
Alexander Eleanor
Alexander
Susan
(Mindy)
Barden
Warren
Basheer
Zainab
Benjamin
Marie
Cariati
Raquel
Castillo
Aiglee
Eglen
Meezan
El Masri
Amira
Gedi
Degmo
Ky
Kosal
Lambert
Iheoma
Lehan
Shaina
Final title
The Promise of Place: A Curriculum Development Project
Dippo
Applying Place-Based Learning to Barrie, Ontario
Rhiyzomatic Connectio: An A/R/T/Ographic Exploration of
Haig-Brown
Learning and Teaching about Peak Oil
Much madness, Such Sense: Using a Pervasive Game Based on
Jenson
the Novel "One Flew over the Cuckoo's Nest" to Teach High
School English
Learning the Beautiful Way: Exploring the Reggio Emilia
Wien
Experience and the Islamic Worldview
Dlamini
Deconsstructing Definitions of Literacy in Grenada
E-Learning Strategies: Trends in Technology and Education for
Morbey
Grade 7 - 12 Learners
English Not Required: Novice Language Learning in Video
Jenson
Games
Inhabiting linguistic Borderlands: On translating and
Mishra Tarc reinterpreting representations of self in the post-conflict EAP
classroom
DesaiCanada's International Education Strategy: Harnessing our
Trilokekar knowledge advantage to drive innovation and prosperity
Khayatt
Lessons Learned Outside of the Classroom
30 Years after the Khmer Rouse: Second generation CanadianDippo
born Cambodian women's voices in Ontario schools
Walking in Two Worlds: A journey from speaking Caribbean
Desai
Language in the Candian clssroom to teaching students with
Trilokekar
language varieties in the Canadian Classroom
The Compassion of Discomfort: An Exploration of Buddhism
Orr
and Anti-oppersive Pedagogy
121
Little
Catherine
Merriman
Brent
Muller
Ronald
Nelson
Joesiann
Okoronkwo Edith Onyi
Petinarelis Georgia
Fire in High Park: A practical guide to the development and use
of a children's picture book situated in a local habitat to foster
Barrett
scientific inquiry and ecological literacy through place-based
education
Theoriziig Formal/Informal Nested Communities for Practice
Across Disparate Organizational Structures: Group decisionJenson
making among activist, business and law-enforcement
organizations preparing for the 2010 Tornoto G20 Summit
Krasny
Homophobic Bullying: Children are not Immune
Engage Me: the neglected voices of parents in a marginalized
Dippo
community
Equal Education, Policy and Context: A Comparative Analysis
Winton
of Inclusive Education for Children with Disabilities in Canada
and Nigeria
Parler en Francais est amusant: Exploring orla language through
Wien
a Reggio-inspired project in a Grade 1/2 French Immersion
Classroom
Owston
Cyberbullying in Higher Education
Internationalizing college Faculty: An Examination into the
Challenges, Strategies and Impacts on Faculty in the Canadian
Mishra Tarc
College System in its Efforts to internationalize its Learning and
Teaching
Sadhwani
Lavina
Satov
Julia
Shahbod
Shaghayegh
Yon
Sherry
Simpson
Melanie
Smith
Nasra
Smith
Joseph
Spensieri
Paolo
Stark
Jennifer
Toledo
Tania
Uddin
Afroza
The 'Problem' of Recognition
Spoken Language Development in a Prelingually Deaf Child
where Total Communication was used Prior to Cochlear
Implantation
Reading the "Bildung": Gender, Eduation, and the
Krasny
"Bildungsroman" in Ngugi wa Thiong'o's "Weep Not, child" and
Tsitsi Dangarembga's "Nervous Doncitions."
What is Mis-Education? - Or, How to Resist Self-Hate: A
Britzman
philosophical investigation into the origin of mis-education, its
consequences, and its remedies
Infromal Study Unit: The implementation of a VyouTube
Morbey
channel to promote informal learning in grade twelve univeristy
chemistry
What does it mean to be B'alat Teshuvah? Uncovering my
Norquay
journey from "there' to 'here'
Experience in Memory: Using Stories of Migration in Teacher
Mishra Tarc
Education
Navigating Challenges Faced by the Social Justice Educator
Mishra Tarc
under Neoliberalism
Millett

SEQ CHAPTER \h \r 1 - Professional Learning

Transcription

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