We are gathered together on land which has long served as a site of meeting and exchange amongst Indigenous peoples,

including the Haudenosaunee and Anishinabeg nations. McGill University honours and respects the diverse Indigenous peoples

connected to this territory on which we meet today.

Course Title (as it appears in the HYPERLINK "http://www.mcgill.ca/study/2016-2017/"eCalendar)

GENERAL INFORMATION

Course #

Section #

Term /Year

Number of credits

Course pre-requisite(s)

Course co-requisite(s)

Course schedule (day and time of class)

Course location

INSTRUCTOR INFORMATION [Mandatory]

Name

E-mail

Telephone number for office appointments

[if applicable]

Office hours for students [may be by appointment]Office location

TA INFORMATION [if applicable]

Name

E-mail

Telephone number for office appointments

Office hours for students

Office location

COURSE OVERVIEWEnter the course description as it appears in the eCalendar. Go to http://www.mcgill.ca/study to open the eCalendar, then enter the course number in the search field to find your course.

LEARNING OUTCOMES

Learning outcomes are clear statements of the knowledge, practices or skills you expect students to have acquired by the end of the course (e.g., "By the end of this course students should be able to synthesize information from..." or "make predictions" or "solve problems"). Learning outcomes provide more detailed information about the course goals or objectives

MINISTRY OF EDUCATION PROFESSIONAL COMPETENCIES [Mandatory for all B.Ed. and MATL courses (CAPFE requirement)]

Indicate the selected professional competencies (and their appropriate features) that are being developed in the course

Explain how these professional competencies (and their appropriate features) will be developed during the course (content, approach, methodology etc.)

Make clear how evidence of development of the selected competencies will be gathered (learning outcomes/assignments, assessment tools etc.)

Click here to view the 12 Professional Competences, extracted from a MEES teacher training document. Refer to the full document here: Professional Competencies Document.

EXAMPLE 1: (listed and described in separate section)

Competency 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.You will have opportunities to create original works in English, to review your peers’ efforts, and to engage in both the written and spoken aspects of the language. There will be several opportunities to practice your oral communication skills, within your groups and in front of the class. Competency 11: To engage in professional development individually and with others.You will be involved in group activities, peer editing, and open class discussions. You will be evaluated on your abilities to function and present in a group setting.

(followed by specifying PCs in assignment descriptions). Rubrics (not included in course syllabus) cover how competencies are evaluated.)

1. In-Class Reflections: 10% (PC#1, #2,#11,#12)During some classes, individual reflections or exit cards on our topic and readings will be requested. (See rubric for breakdown of evaluation.)

EXAMPLE 2: (listed and described together)

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Competencies Approach in this class

1. To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students.

Reflections in your teaching portfolio encourage critical understandings of the knowledge and cultural content to be taught. In your portfolio, you will engage in rigorous reflective analysis on specific aspects of your teaching.

2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.

In all assignments, you must demonstrate that you have mastered the rules of oral and written expression, and you can express themselves to the high standards of an education professional.

3. To develop teaching/learning situations appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study.

In your practicum portfolio and resource sharing assignments, you will demonstrate that you are capable of developing appropriate and varied teaching/learning situations involving a reasonable level of complexity that enable students to progress in the development of their competencies.

INSTRUCTIONAL METHOD

Provide a brief description of instructional approaches that will be used during the course (e.g., lectures, seminars, laboratory activities, group projects, workshops, breakout sessions).

NB: FOR REMOTE CLASSES, INDICATE SYNCHRONOUS OR ASYNCHRONOUS COURSE DELIVERY OR A COMBINATION. YOU MUST BE CLEAR ABOUT EXPECTATIONS AS TO WHETHER YOU EXPECT STUDENTS TO BE AVAILABLE DURING CLASS TIME- OR NOT.

You may also choose to include additional information relevant to this course, such as attendance requirements (See DISE Attendance Requirement Guidelines for suggestions) [a statement about attendance is mandatory for B.Ed. and MATL courses]. The classroom etiquette statement can be added here.

Classroom Etiquette Statement: In keeping with the professional culture of teaching and learning, the Faculty of Education community believes that our teaching and learning spaces should model such professional environments. As a community, we are committed to creating authentic opportunities where understanding of teaching and learning is co-constructed between instructors and students. In order for us to create these learning environments, we are expected to demonstrate awareness of, respect for and commitment to the behaviours and actions of professionals. As members of the Faculty of Education community, we are expected to be accountable to ourselves and others and to be engaged, collegial and accessible. By doing so, we are more fully able to share together in the types of critical dialogue, creative thinking and reflective practice expected of professionals.

Also mention intended use of technologies such as polling, videoconferencing, and myCourses. View sample statements regarding polling.

All instructors are strongly encouraged to conduct mid-course evaluations (examples here). Advising students of mid-course evaluations ahead of time will likely lead to more constructive feedback.

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REQUIRED COURSE MATERIALS [mandatory]

Provide specific information about required readings, including title, author(s), edition number and availability (from where they can be purchased if applicable [e.g. McGill Bookstore, patrick.mcgovern@mcgill.ca, 514-398-5063 x7240, Paragraphe Bookstore, 514-845-5811, The Word, 514-845-5640].

The Library provides access to course materials, both print and online, in its Course Reserves system. The Library puts course reserve materials on short-term loan at the branch libraries, while also linking to online materials (both e-books and e-journal articles.)

Course Packs can be made available at the library branches, along with print and online links for the materials listed in these Course Packs. Please share your lists of course materials with your Liaison Librarian. You can work with your Liaison Librarian to create links to the library’s Course Reserves and online resources in myCourses – see this Checklist for details.

Any other required materials should be listed.Optional Course Materials

If optional materials (e.g., recommended readings) exist, list them here.

COURSE CONTENT

A description of the topics to be addressed in the course [mandatory]Suggested format/information: A concept map or graphic representation of the content of the course The rationale for the sequence of the course, especially if there is not an assigned text in chapter

sequence (e.g., an historical approach with topics arranged chronologically, a progression from simple to more complex procedures or concepts, or a series of theoretical principles followed by applications)

If appropriate, explain what the course is not about or what topics will not be covered.

COURSE SCHEDULE (subject to change)

Class/Topic Date Description Assignments and/or Readings Due

1 e.g., topic, content, associated readings, activities.

e.g., quiz, paper, group project, exam.

2

3

4

5

6

7

8

9

3

10

11

12

13It is strongly recommended that variations in schedules, e.g., due to holidays and reading week, be indicated.

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EVALUATION/ASSESSMENT [mandatory]

A description of the means of evaluation/assessment to be used in the course: The purpose of evaluation is to provide feedback to students on their learning, as well as to permit the instructor to assign a fair grade at the end of the course. Providing explicit information about assignments and grading procedures will clarify expectations and allay student anxiety, while supporting students in pacing their studies, gauging their progress, and achieving learning outcomes. Suggested information: Title of assignment Professional Competency (ies) being assessed Description of Assignment Expectations re length, style, formatting etc. Other expectations Assignment submission procedures (in class, myCourses etc.) Assessment Criteria (Rubric/Checklist/Other)

Optional organizer

Name of Assignment Due Date % of final grade

Undergraduate Grading and Grade Point Averages (GPA)

GRADES Grade Points Numerical Scale of Grades

A 4.0 85-100%

A- 3.7 80-84%

B+ 3.3 75-79%

B 3.0 70-74%

B- 2.7 65-69%

C+ 2.3 60-64%

C 2.0 55-59%

D(Conditional) Pass)

1.0 50-54%

F (Fail) 0 0-49%

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Additional Grade Options (must be approved by ISA (Undergraduate students) or DISE office (Graduate students):J: unexcused absence (failed); the student is registered for a course but does not write the final examination or do other required work; calculated as a failure in the TGPA and CGPAK: incomplete; deadline extended for submission of work in a course (K contract must be submitted, signed by student and instructor.

DISE Undergraduate Grading Scheme with Suggested CriteriaA (exceptional): Expectations of the assignment have been surpassed and demonstrate creativity and

originality. Work shows in-depth understanding and critical awareness of links between the individual assignment and other class readings and activities, in line with the goals and major themes of the course itself and goes beyond the course content and material. Language and format of the work are exceedingly well-structured, eloquent and error free.

A- (very good ): Understandings and insights in the work are apparent, and there is evidence of critical engagement with the subject matter. Expectations are met, and some are surpassed. The language and format of the work are very well-structured and error free.

B+ (good): Expectations of the assignment have been met. Understandings and insights are apparent, and there is some evidence of critical engagement.. The language and format of the work are well structured but may contain a few errors.

B (acceptable): Basic expectations of the assignment have been mostly met. Understandings, insights and evidence of critical engagement are somewhat apparent. The organization and structure of the work lack consistency and the work contains more than a few language errors.

B- (adequate): Some expectations of the assignment have been met. Work lacks organizational structure, logical coherence and clarity with frequent language errors.

C+ (problematic): Expectations of the assignment have been inconsistently addressed. Supporting ideas/content of work are vague. Work is disorganized and formatting is awkward. Numerous errors in language are present causing confusion at times.

C (very problematic): Expectations of the assignment have been poorly met. Mis-understandings are evident throughout. Work exhibits confusion and language contains numerous errors.

D (marginal): Expectations of the assignment have not been met. Serious mis-interpretations are represented in content. Structure and organization are poor. Language errors are present throughout.

F (unacceptable): Expectations of the assignment have not been met. Work exhibits a profound lack of understanding. Structure and organization are absent. Numerous errors in language are present and interfere with comprehension throughout.

Graduate Grading and Grade Point Averages (GPA)GRADES Grade Points Numerical Scale of Grades

A 4.0 85-100%

A- 3.7 80-84%

B+ 3.3 75-79%

B 3.0 70-74%

B- 2.7 65-69%

F (Fail) 2.3 0-64%

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Additional Grade Options (must be approved by ISA (Undergraduate students) or DISE office (Graduate students):J (unexcused absence, fail): the student is registered for a course but does not write the final examination or do other required work; calculated as a failure in the TGPA and CGPAK (incomplete): deadline extended for submission of work in a course (K contract must be submitted, signed by student and instructor).

DISE Graduate Grading Scheme with Suggested CriteriaA (exceptional): Expectations of the assignment have been surpassed and demonstrate creativity and

originality. Work shows in-depth understanding and critical awareness of links between the individual assignment and other class readings and activities, in line with the goals and major themes of the course itself and goes beyond the course content and material. Language and format of the work are exceedingly well-structured, eloquent and error free.

A- (very good ): Understandings and insights in the work are apparent, and there is evidence of critical engagement with the subject matter. Expectations are met, and some are surpassed. The language and format of the work are very well-structured and error free.

B+ (good): Expectations of the assignment have been met. Understandings and insights are apparent, and there is some evidence of critical engagement.. The language and format of the work are wellstructured but may contain a few errors.

B (acceptable): Basic expectations of the assignment have been mostly met. Understandings, insights and evidence of critical engagement are somewhat apparent. The organization and structure of the work lack consistency and the work contains more than a few language errors.

B- (adequate): Some expectations of the assignment have been met. Work lacks organizational structure, logical coherence and clarity with frequent language errors.

F (Fail) (inadequate): Does not meet expectations.

MCGILL POLICY STATEMENTS [Required Course Outline Statements - in keeping with Senate resolutions]

LANGUAGE OF ASSESSMENT/SUBMISSION:“In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. This does not apply to courses in which acquiring proficiency in a language is one of the objectives. (Note: In courses in which acquiring proficiency in a language is one of the objectives, the assessments shall be in the language of the course.)” (Approved by Senate on 21 January 2009)

« Conformément à la Charte des droits de l’étudiant de l’Université McGill, chaque étudiant a le droit de soumettre en français ou en anglais tout travail écrit devant être noté (sauf dans le cas des cours dont l’un des objets est la maîtrise d’une langue). »

DISE Addendum:According to DISE policy, given our mandate to develop Professional Competency #2 (To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.) – all B.Ed. and MATL courses can fall under exception above.

This exception can be applied at individual instructor’s discretion – and can be applied at the course or at the assignment level. The manner in which the exception applies much be clearly stated in the course outline.

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e.g. “Given the development and assessment of Professional Competency #2, all assignments for this course must be completed and submitted in English (or French in the case of B.Ed. K/Elem PIF courses).”

ACADEMIC INTEGRITY: [must be discussed in first class]“McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures” (see www.mcgill.ca/students/srr/honest/ for more information). (Approved by Senate on 29 January 2003)

The FRENCH TRANSLATION of the Academic Integrity statement may also be used on your course outline:« L'université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent à tous les étudiants de comprendre ce que l'on entend par tricherie, plagiat et autres infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite de l'étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le site www.mcgill.ca/students/srr/honest/).»

TEXT-MATCHING SOFTWARE: Instructors may avail themselves of software freely available on the internet that can be used for text-matching. If you intend to use such software, you must inform students in writing before the end of the add/drop period of your intention to do so. The Policy on Text-matching Software provides details on required statements and appropriate implementation. You may use this text in your course outline:

Text-matching software is used in this course. Item 2 of the text-matching policy states, in part:2. Students shall also be informed in writing before the end of the drop/add period that they are free, without penalty of grade, to choose an alternative way of attesting to the authenticity of their work. Instructors shall provide students with at least two possible alternatives that are not unduly onerous and that are appropriate for the type of written work.If you prefer that an alternative way of attesting to your work’s authenticity be used, you may choose from these alternatives:[Per the policy, as an instructor you must choose “at least two possible alternatives that are not unduly onerous and that are appropriate for the type of written work, and the alternatives shall be chosen from the following, as appropriate:” (bold added).] a) submitting copies of multiple drafts; b) submitting an annotated bibliography; c) submitting photocopies of sources; d) taking an oral examination directed at issues of originality; e) responding in writing to a quiz or questions directed at issues of originality; f) providing a written report regarding the process of completing the work; other alternatives devised by

the instruction, provided that they are not unduly onerous, that they are meant to attest for authenticity of the written work, and that they meet the approval of the Dean or Disciplinary Officer in the faculty in which the course is offered.

(Approved by Senate on 1 December 2004)

ADDITIONAL DISE REQUIRED STATEMENT(S)

The Principles of Practice, Behaviour and Ethical Conduct for Teacher Candidates (formerly Code of Conduct for Student Teachers) are in place to emphasize the importance of professionalism in teaching. These ‘Principles’ extend to all aspects of your teacher education program including coursework and field placements. Education is premised on a fundamental moral commitment to advance and construct knowledge

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and to ensure human understanding and respect for individual and collective well-being and integrity. The moral imperative of respect translates into the following guiding principles that assume a student-centred perspective reflected in the Québec Education Program as well as Québec Professional Teaching Competencies.

A. Act with IntegrityB. Communicate with integrityC. Use social media and technology responsiblyD. Demonstrate respect for equity and diversityE. Demonstrate respect for human dignityF. Demonstrate respect for confidentiality and privacyG. Demonstrate respect for the teaching professionalH. Demonstrate Respect for Existing Ethical Codes and Professional Standards

SAFE SPACE STATEMENT: We are committed to nurturing a space where students, teaching assistants, lecturers, and professors can all engage in the exchange of ideas and dialogue, without fear of being made to feel unwelcome or unsafe on account of biological sex, sexual orientation, gender identity o expression, race/ethnicity, religion, linguistic and cultural background, age, physical or mental ability, or any other aspect integral to one's personhood. We therefore recognize our responsibility, both individual and collective, to strive to establish and maintain an environment wherein all interactions are based on empathy and mutual respect for the person, acknowledging differences of perspectives, free from judgment, censure, and/or stigma.

CLASSROOM ETIQUETTE STATEMENT: [cited above in Instructional Method, alternatively can be included here]In keeping with the professional culture of teaching and learning, the Faculty of Education community believes that our teaching and learning spaces should model such professional environments. As a community, we are committed to creating authentic opportunities where understanding of teaching and learning is co-constructed between instructors and students. In order for us to create these learning environments, we are expected to demonstrate awareness of, respect for and commitment to the behaviours and actions of professionals. As members of the Faculty of Education community, we are expected to be accountable to ourselves and others and to be engaged, collegial and accessible. By doing so, we are more fully able to share together in the types of critical dialogue, creative thinking and reflective practice expected of professionals.

ADDITIONAL STATEMENTS [The following statements are optional and you are encouraged to include them on course outlines as appropriate. Other University policies, procedures and guidelines that apply to students can be found at http://www.mcgill.ca/secretariat/policies/students/ ]

“EMAIL POLICY: E-mail is one of the official means of communication between McGill University and its students. As with all official University communications, it is the student's responsibility to ensure that time-critical e-mail is assessed, read, and acted upon in a timely fashion. If a student chooses to forward University e-mail to another e-mail mailbox, it is that student's responsibility to ensure that the alternate account is viable. Please note that to protect the privacy of students, the University will only reply to students on their McGill e-mail account.”

“The University Student Assessment Policy exists to ensure fair and equitable academic assessment for all students and to protect students from excessive workloads. All students and instructors are encouraged to

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review this Policy, which addresses multiple aspects and methods of student assessment, e.g. the timing of evaluation due dates and weighting of final examinations.”

“© Instructor-generated course materials (e.g., handouts, notes, summaries, exam questions, etc.) are protected by law and may not be copied or distributed in any form or in any medium without explicit permission of the instructor. Note that infringements of copyright can be subject to follow up by the University under the Code of Student Conduct and Disciplinary Procedures.”

“As the instructor of this course I endeavor to provide an inclusive learning environment. However, if you experience barriers to learning in this course, do not hesitate to discuss them with me and the Office for Students with Disabilities, 514-398-6009.”

“End-of-course evaluations are one of the ways that McGill works towards maintaining and improving the quality of courses and the student’s learning experience. You will be notified by e-mail when the evaluations are available. Please note that a minimum number of responses must be received for results to be available to students.”

“In keeping with McGill's preparedness planning strategies with respect to potential pandemic or other concerns, the Administration suggests that all course outlines contain the statement: “In the event of extraordinary circumstances beyond the University’s control, the content and/or evaluation scheme in this course is subject to change.”

“Additional policies governing academic issues which affect students can be found in the McGill Charter of Students' Rights (see the Handbook on Student Rights and Responsibilities).”

“McGill has policies on sustainability, paper use and other initiatives to promote a culture of sustainability at McGill. (See the Office of Sustainability .) ”

“Guidelines for the use of mobile computing and communications (MC2) devices in classes at McGill have been approved by the APC. Consult the Guidelines for a range of sample wording that may be used or adapted by instructors on their course outlines.”

Accommodation of Religious Holy Days . Students are not to be penalized if they cannot write examinations or be otherwise evaluated on their religious holy days where such activities conflict with their religious observances. While sessional dates, classroom and faculty activities, and examination dates take into account academic constraints and statutory holidays, where there is flexibility, efforts are to be made to select dates which do not conflict with religious holy days or to find other appropriate accommodations.

Guidelines for the academic accommodation of pregnant students and students caring for dependents

Exam/Class/Laboratory Conflicts with Sport Events

RESOURCES

STUDENT SERVICESVarious services such as Walksafe, McGill Libraries, the Writing Centre, the bookstore, etc., are available to Continuing Education students (www.mcgill.ca/continuingstudies/current-students/ student-services-and-resources).

STUDENTS WITH DISABILITIES

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Students who have a documented disability and require academic accommodation must contact McGill’s Office for Students with Disabilities, 514-398-6009.

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