Dean of the Faculty—Ext. 3800
Faculty of Education Building
Sunset Avenue
The Dean of the Faculty (Chair): Dr. M. A. Awender; all full-time faculty members; student representatives as agreed.
Nease, A. Stuart; B.A., M.A. (Toronto), F.C.C.T.—1972.
Crawford, W. J. Ian; B.Sc. (Hons.) (Windsor), M.A. (Ed.) (Ottawa), M.Ed., Ed.D. (Wayne State)—1973. (Co-ordinator of the Pre-Service Program)
Awender, Michael A.; B.A., M.A. (Windsor), M.Ed. (Toronto), Ph.D. (Claremont)—1975. (Dean of the Faculty of Education)
Laing, Donald A.; B.A., M.A., Ph.D. (Toronto)—1976. (Co-ordinator of Graduate Studies)
Bolus, C. Robert; B.Sc., M.Ed., Ed.D. (Wayne State)—1967. (Co-ordinator of the Kent County Pre-Service Program)
McKay, Linda; B.S. (North Carolina), M.S. (Maryland), Ph.D. (Wayne State)—1968.
Ball, Colin J.; M.A. (Oxon.), M.Ed. (Toronto), Ph.D. (Michigan)—1973.
Innerd, Wilfred L.; B.A., Dip. Ed., M.Ed. (Durham), Ph.D. (Pittsburgh)—1976.
Meyer, John R.; A.B. (St. John's, Minnesota), M.A. (Strasbourg), Ph.D. (Iowa)—1976.
Williams, Noel H.; B.A. (Sir George Williams), M.Ed. (McGill), Ph.D. (Alberta)—1976.
Kuendiger, Erika; Staatsexamen (Aachen), Dr. Phil. (Saarbruecken)—1984.
Diffey, Norman R.; B.A., Dip. Ed. (Oxon), M.A. (McMaster), Ph.D. (McGill)—1987.
Heald-Taylor, B. Gail; B.A. (McMaster), M.Ed. (Brock), Ed.D. (Toronto)—1988.
Morton, Larry; B.A. (Waterloo), B.Th. (O.B.C.), B.Ed. (O.T.E.C.), M.A., Ph.D. (Toronto)—1988.
Diubaldo, Donald; B.A. (McMaster), M.Ed. (Toronto), Ed.D. (Wayne State)—1989. (Co-ordinator of Practice Teaching)
Rubenstein, Rheta N.; B.A. (Michigan), M.Ed., Ph.D. (Wayne State)—1989.
Flewelling, Janet; B.A. (Hons.) (Guelph), B.Ed. (Queen's), M.Ed., Ed.D. (Toronto)—1990.
Shantz, Doreen; B.A. (Laurier), M.Ed., Ed.D. (Toronto)—1987.
Ebbs, Catherine Anne; B.A., B.Ed. (Queen's), M.Ed. (Windsor), Ph.D. (Michigan)—1988.
Kellenberger, David; B.A.Sc., B.Ed., M.Ed. (Windsor), Ph.D. (Toronto)—1990.
Glassford, Larry; Dip. Ed., B.A. (Western Ontario), M.A. (Carleton), Ph.D. (York)—1991.
Hurley, Noel P.; B.A., B.Ed., M.Phil. (Memorial), Ph.D. (Ottawa)—1991.
Stenlund, Vern; B.A., B.Ed. (Western Ontario), M.Ed. (Windsor), Ed.D. (Michigan)—1991.
Starr, Elizabeth; B.A. (Guelph), B.Ed. (Queen's), M.Ed. (Acadia), Ph.D. (Alberta)—1996.
Belleperche, Susan; B.Mus., B.Ed. (Windsor), M.M. (Wayne State)—1989.
Goulette, Michele; B.F.A., B.Ed. (Windsor), M.F.A. (Cranbrook)—1990.
Robinson, Thomas J.; B.A., B.Ed. (Windsor), M.S.L.S. (Wayne State)—1969.
McGeown, Casimir; B.A. (Restricted University), M.Ed. (Windsor)—1981.
Dignan, Michael; B.A. (Windsor), B.Ed. (Western Ontario), M.Ed. (Windsor)—1983.
Martin-Smith, Alistair; B.A., M.A., B.Ed., Ph.D. (Toronto)—1984.
Boyle, Pauline; B.A., M.Ed., (Windsor)—1987.
Matte-Gasparovic, Jan; B.H.K., B.Ed., M.H.K. (Windsor)—1989.
Bruckman, Herman; B.Sc., M.Sc. (Toronto), M.Ed. (Windsor)—1990.
D'Souza, Rev. Mario O.; C.S.B., B.A. (Hons.) Dublin, M.Ed. (Calgary), M.Div. (St. Michael's), Ph.D. (Toronto)—1992.
Breault, Al; B.A. (Hons.) (Windsor)—1992.
Carter, Alma; A.R.C.P. (Toronto)—1990.
Lucier, Doreen; B.A., B.Ed. (Western Ontario)—1992.
Martinich, Lino; B.A. (Windsor)—1992.
St. Pierre, Hazel; B.A. (Windsor)—1992.
Kornacher, Sharon; B.A. (Windsor)—1994.
Lloyd, Dianne; B.A. (Western Ontario)—1994.
Rivait, Chris; B.Comm., B.Ed. (Windsor)—1995.
Rupert, Betty; B.A. (Windsor)—1995.
Shymanski, Ed; B.A., B.Ed. (Windsor)—1995.
The Faculty of Education, University of Windsor, was established on July 1, 1970, thus becoming the seventh Faculty in the University. Its predecessor, Windsor Teachers' College, founded in 1962, trained its students to teach in the elementary schools of Ontario. Integration with the University opened the way to the development of new programs of study designed to prepare candidates for teaching in both elementary and secondary schools.
Teaching is a familiar, common experience prevalent during a large part of everyone's life. Although teaching is familiar, it is also elusive; although it is common, it is also extraordinary; although it is prevalent, it is also esoteric. Teaching is a complex process intertwining many philosophies, approaches, and facets.
It follows from this view of teaching that teachers must be extremely knowledgeable and highly expert in order to make sound decisions. The role of the Faculty of Education, University of Windsor is to present a thorough knowledge base for teaching and to ensure that teachers use this knowledge base appropriately in making complex judgements on behalf of their students. Such judgements must be based upon a knowledge of curriculum and learning theory, human development and cognition, and instructional design, implementation, and evaluation. Most importantly, the prospective teacher must be able to connect this knowledge to the understandings, dispositions, and conceptions that individual students bring with them to the classroom. The task of teaching is less a matter of "covering the material" than of connecting with the student in whatever ways are necessary to make knowledge the possession of the learner.
Teaching is not routine. It is a complex human phenomenon presenting a major challenge to its practitioners.
Arguments about the purposes of education in society, how to teach, what to teach, and when to teach it, and the interactive relationship between the teacher and the learner have long been subjects for study and debate. Consequently, the ideal way of preparing teachers has been an elusive goal, and it would seem that there are as many notions and opinions as there are people to express them. The debates continue. The Faculty of Education, however, although acknowledging the importance of the continual critical examination of the processes of education in all its aspects, has carefully and thoughtfully selected courses and learning experiences to prepare its students to begin the practice of teaching and to become knowledgeable about educational problems and issues.
The Faculty of Education reserves the right to limit the number of registrants in any program or individual course of instruction described in this Calendar in cases where the Faculty's teaching and other resources cannot accommodate all of the qualified applicants. In addition, not all courses listed may be offered.
Candidates wishing to enter the one-year, pre-service program of study must apply through the Ontario Universities' Application Centre using the Application for Admission to Teacher Education form.
Applications must be received by the Centre by the announced date.
Applicants select one of three possible levels of teaching specialization: Primary-Junior (Junior Kindergarten to Grade Six), Junior-Intermediate (Grades Four to Ten), and Intermediate-Senior (Grade Seven to courses leading to the Ontario Academic Credit). Pertinent theory and teaching lore (presented in an integrated manner at the Faculty of Education) are supplemented by directed observation and practice teaching in actual school settings.
Candidates will be selected for admission to the Pre-Service program on the basis of superior academic qualifications.
(If two or more applicants have identical academic qualifications, other criteria may be applied.)
1) A candidate for admission to the one-year, pre-service program of study leading to the Bachelor of Education (General) Degree and the Ontario Teacher's Certificate must submit proof of graduation with an approved degree from the University of Windsor or another accredited university.
The candidate's university degree program must include at least ninety academic credits or equivalent beyond the Ontario Secondary School Diploma (or equivalent.)
2) A candidate who wishes to qualify for the Ontario Teacher's Certificate, Intermediate-Senior concentration, will be required to select two teachable subjects from the following: Biology, Chemistry, Dramatic Arts, English, French, Geography, History, Mathematics, Music-Instrumental, Music-Vocal, Physical and Health Education, Physics, Science (General), Individual and Society, and Visual Arts.
Junior-Intermediate candidates will be required to select one teachable subject from the same list, excluding Individual and Society.
A candidate for the Intermediate-Senior area should have as prerequisites for the major teachable subject at least five full courses or equivalent (thirty credits) and for the minor teachable subject at least three full courses or equivalent (eighteen credits). Prerequisites for Individual and Society include courses in Anthropology, Psychology, or Sociology. Candidates for the Junior-Intermediate area should have as prerequisites for their teachable subject at least three full courses or equivalent (eighteen credits). Unless special arrangements are made, classes in the above subjects may not be offered unless there is sufficient enrollment.
3) The following are required of all applicants:
(a)completed application form with the documents noted on form;
(b)birth certificate and Social Insurance Number (S.I.N.);
(c)proof of Canadian Citizenship or permanent residency as defined by the Immigration Act (Canada), or of eligibility for employment in Canada (if the Ontario Teacher's Certificate or a Temporary Letter of Standing is to be awarded);
(d)marriage certificate (in the case of married women) or other legal proof of change of name must be submitted where the name being used differs from that shown on the birth certificate.
4) Additional requirements:
(a)Prior to September 15, the candidate must present proof of a tuberculin test as required by the Ontario Ministry of Health. The test must have been administered during the previous twelve months.
(b)after acceptance, students are required to submit to the Faculty a recent photograph (passport-size) for identification purposes within the Faculty of Education.
1) The letter grading system of the University is used in reporting courses and practice teaching (see 2.7.3). Candidates who obtain less than C standing in (a) practice teaching, or (b) three or more final course grades will not be recommended for certification. Candidates who obtain a grade of F in any course will not be recommended for either a degree or certification.
2) Sessional records include term assignments, oral and written tests, and practical work. The general attitude of the candidate to his or her work, adaptability to teaching, and the probability of future success as a teacher may be taken into consideration in determining sessional standing.
3) Final grades awarded are based upon the accumulated evaluation of the candidate. Formal final examinations may be held; however, no formal supplemental examinations will be allowed.
4) Candidates who have passed all course work with C standing or higher, but who did not obtain the required standing in practice teaching, upon application to the Dean, may repeat the regular practice teaching program in toto in the following year, subject to the payment of the appropriate fee.
The Faculty of Education provides programs and courses in teacher education but does not issue a teaching certificate. Teaching certificates are issued by the Ministry of Education and Training upon recommendation of the Dean of the Faculty. Candidates who successfully complete either the Consecutive or the Concurrent Programs of Study and Practice Teaching will be awarded the B.Ed. degree of the University of Windsor, and will be recommended for the Ontario Teacher's Certificate. Only Canadian citizens qualify for this certificate. Under certain conditions, the Minister may grant a non-Canadian citizen a Temporary Letter of Standing.
Honours Specialist Qualifications normally may be obtained through the B.Ed. (Hons.) program subsequent to at least two years of successful teaching experience in Ontario.
The number of lecture hours per week is indicated in parentheses after each course listed.
80-204.Education of Exceptional People (2)
80-205.Organization and Management in Educational Administration (2)
80-499.Practice Teaching
(A minimum of two hours.) (One or more of the following courses may not be offered in any one year.)
80-200.Religious Education in Roman Catholic Separate Schools (1)
80-203.Psychology in Education (2)
80-207.Introduction to Issues in Education (2)
80-301.General Methodology: Content and Methods (8)
80-302.General Methodology: Content and Methods (6.5)
Junior-Intermediate candidates must also select one option from the following:
80-352.Art (3)
80-353.Computer Science (3)
80-356.English (3)
80-358.French (3)
80-359.Geography (3)
80-362.History (3)
80-366.Mathematics (3)
80-367.Music—Vocal (3)
80-368.Music—Instrumental (3)
80-369.Physical and Health Education (3)
80-373.Biology (3)
80-374.Chemistry (3)
80-376.Physics (3)
80-379.Dramatic Arts (3)
80-380.Science—General (3)
80-303.General Methodology: Content and Methods (5.5)
Intermediate-Senior candidates must also take two options from the following:
80-352.Art (3)
80-353.Computer Science (3)
80-356.English (2)
80-358.French (3)
80-359.Geography (3)
80-362.History (3)
80-366.Mathematics (3)
80-367.Music—Vocal (3)
80-368.Music—Instrumental (3)
80-369.Physical and Health Education (3)
80-373.Biology (3)
80-374.Chemistry (3)
80-376.Physics (3)
80-377.Individual and Society (3)
80-379.Dramatic Arts (3)
80-380.Science—General (3)
The Concurrent Bachelor of Science (Science, Technology, and Society)/Bachelor of Education Program is offered jointly over four years by the Faculties of Science and Education. The aim is to provide the opportunity and training to individuals who wish to teach science in schools at the intermediate and senior levels (Grade 7 to OAC).
Graduates of this program will acquire the necessary skills and knowledge for teachable subjects and fulfill the requirements for certification by the Ministry of Education and Training. It offers students the opportunity to begin working towards teaching certification early in their academic careers. Students can choose a Life Sciences or a Physical Sciences stream in the B.Sc. (STS) program while concurrently studying education and doing practice teaching in schools.
Admission is to first-year only. Applicants must present six OAC credits, including English I, Calculus, Algebra and Geometry, and two of Biology, Chemistry, or Physics. An A average is recommended. Admission also requires completion and submission of a student profile record by the prescribed deadline and a successful joint interview with representatives of the Faculties of Science and Education.
Enrolment in this program is limited.
For program requirements and course sequence, see "Faculty of Science", 5.3.1.
The Faculty of Education offers courses leading to the Honours Bachelor of Education degree. Not all courses will be offered in each session. The courses are designed for practising teachers and instructors who wish to improve their professional skills and knowledge. Some students may wish to complete courses for additional qualifications, to retrain, to up-date, to qualify in new subject areas or divisions of the schools, or to adapt their instruction to changes in school or in curriculum.
Candidates successfully completing certain in-service courses will be recommended to the Ministry of Education and Training for an additional qualification entry on their record card. Detailed brochures, published for each session by both the Division of Continuing Education and the Faculty of Education, will indicate the courses for which such certification may be expected.
The offerings may include courses in Development in Professional Practice in Schools as shown on the chart on the following page.
Candidates for these courses expecting recommendation for additional qualifications must hold an Ontario Teacher's Certificate.
For admission to Part II and Specialist's courses, candidates will be required to present evidence of prerequisite qualifications as required by the Ministry of Education and Training.
A candidate may be considered to have fulfilled the academic requirements of Honours Specialist certification on the successful completion of one course in the sequence 80-452 through 80-480. Courses leading to teaching qualifications in additional secondary school subjects or additional divisional areas of concentration for basic certification may be available to candidates as special students.
A candidate must hold and show proof of:
1) an approved degree of the University of Windsor or other accredited university; and
2) an Ontario Teacher's Certificate; or,
3) permission of the Dean of the Faculty of Education, for which written applications will be individually considered.
Inquiries about admission criteria, courses, and accreditation should be directed to the Co-ordinator, In-Service Program at the Faculty of Education (519) 253-4232, ext. 3800.
Students apply for the program and register for specific courses using the Application and Registration Form—Part-Time Undergraduate Studies, which may be obtained from the Office of the Registrar or the Division of Continuing Education.
To qualify for the degree of Bachelor of Education (Honours), a student must:
1) qualify for an approved degree of the University of Windsor or another accredited university; and
2) successfully complete eight semester course equivalents of the University of Windsor B.Ed. (Honours) program with a B average or better.
Normally, candidates must select six semester course equivalents in an area of specialization. However, if a candidate wishes to transfer credit for a course taken at another university towards the B. Ed. (Honours) granted by the University of Windsor, approval must be obtained from the Dean prior to taking such a course. All candidates expecting to proceed to the degree should discuss their course selection with the Co-ordinator of the In-Service Program.
Transfer of credit to a B.A. program: See requirements of the appropriate faculty.
Transfer of credit to the Honours B.Ed. program: Each request for transfer of university course credits will be evaluated on an individual basis by the Dean of the Faculty of Education.
A program designed for people wanting to teach technological subjects at the intermediate and senior divisions of Ontario schools. Upon successful completion of this program, candidates with and undergraduate degree will be eligible for a B.Ed. degree, whereas those without an undergraduate degree will be eligible for a Diploma in Technological Education. All applicants must be currently teaching technological education on a letter of permission for a board of education in Ontario. Interested parties should consult the detailed program description available at the Faculty of Education office for information on admission requirements and a program description.
All Pre-Service courses are two-term courses unless otherwise indicated.
This course is provided for those preparing themselves for the ministry of teaching in the Roman Catholic Separate Schools of Ontario. Others are most welcome as candidates in the course.
This course offers prospective teachers the opportunity: 1) to reflect, in an adult context, upon the significance of their faith and faith growth for themselves and their students; 2) to gain a theological background for an introduction to Religious Education. (1 lecture hour a week.)
Psychology applied to teaching: child growth and development, the learning process, mental health, learning and adjustment problems in the school environment. (2 lecture hours a week.)
Organization, philosophy and history, development, and structure; special provisions and their significance for exceptional people in our schools today; remedial procedures in care, treatment, education, and rehabilitation. (2 lecture hours a week.)
The focus of the course is on the teacher's administrative and organizational roles in education and on selected professional issues including professional relationships. Consideration will be given to educational organization, provincial and local, and to school law and regulations. (2 lecture hours a week.)
An introduction to critical reflection and analysis of such educational issues as: the reflective teacher, ethnic and religious pluralism in public schooling, and moral and values development. (2 lecture hours a week.)
The course is concerned with the growth, development, and learning of children in the early and formative years. Opportunities are provided for students to investigate all aspects of the curriculum, with special attention being paid to the aims of elementary education, and its program organization. It also provides detailed study and application of teaching procedures and sequential curriculum planning. Specific applications of the microcomputer in the classroom are detailed. (8 lecture hours a week.)
The course is concerned with the growth, development, and learning of children in the formative and transition years. Opportunities are provided for students to investigate all aspects of the curriculum, with special attention being paid to the aims of elementary and secondary education and their programs' organization. It also provides detailed study and application of teaching procedures and sequential curriculum planning. (6.5 lecture hours a week.)
The course is concerned with the development and learning of students in the intermediate division (Grades Seven to Ten). Opportunities are provided for students to investigate all aspects of the curriculum of the intermediate division (particularly Grades Seven, Eight, and Nine) and its organization. It also provides detailed study and application of teaching procedures and sequential curriculum planning. Included are specific applications of the microcomputer in the classroom. (5.5 hours a week.)
(See 7.4.1.) These courses provide a more detailed study and application of the aims and teaching procedures of specific subjects in the Junior-Intermediate and Intermediate-Senior concentrations. Intermediate-Senior candidates must select two courses from the Table. Junior-Intermediate candidates must select one.
This course will introduce students to the philosophy behind broad based technology. Other topics to be considered will be business and industry development, the writing of program and organization, evaluation, student tracking, project management, discipline, relating to parents, integration of technology into the overall school program, and resource development and management.
A continuation of 80-400 with particular emphasis on student outcomes, the professional development of teachers, technical skill upgrading, student tracking, student profiles, employability skill profiles, and resource development and management.
Directed observation and practice teaching will be arranged to include practical experience in the schools and programs applicable to the concentration for which the student is a candidate. Candidates in the Primary-Junior concentration will normally practice teach from Grades K to Six inclusive; candidates in the Junior-Intermediate concentration will practice teach from Grades Four to Ten inclusive; candidates in the Intermediate-Senior concentration will practice teach from Grade Seven to OAC inclusive.
MINISTRY OF EDUCATION AND TRAINING | |||
ADDITIONAL QUALIFICATIONS COURSES | |||
| Subject Area | For M.E.T. PART I, the following courses are required: | For M.E.T. PART II, the following courses are required: | For M.E.T. SPECIALIST, the following courses are required: |
| English as a Second Language | 81-100 | 81-200 | 81-300 |
| French as a Second Language | 81-103 | 81-203 | 81-303 |
| Reading | 81-106 | 81-206 | 81-306 |
| Dramatic Arts | 81-107 | 81-207 | 81-307 |
| Media | 81-109 | 81-209 | 81-309 |
| Visual Arts | 81-112 | 81-212 | 81-312 |
| Primary Education | 81-115 | 81-215 | 81-315 |
| Environmental Science | 81-118 | 81-218 | 81-318 |
| Music - Vocal (P/J) | 81-121 | 81-221 | 81-321 |
| Music - Vocal (I/S) | 81-124 | 81-224 | 81-324 |
| Music - Instrumental | 81-127 | 81-227 | 81-327 |
| Physical and Health Ed. (P/J) | 81-130 | 81-230 | 81-330 |
| Physical and Health Ed. (I/S) | 81-133 | 81-233 | 81-333 |
| Cooperative Education | 81-136 | 81-236 | 81-336 |
| Librarianship | 81-139 | 81-239 | 81-339 |
| Home Economics | 81-142 | 81-242 | 81-342 |
| Junior Education | 81-145 | 81-245 | 81-345 |
| Intermediate Education | 81-148 | 81-248 | 81-348 |
| Computers in the Classroom | 81-151 | 81-251 | 81-351 |
| Religious Education | 81-154 | 81-254 | 81-354 |
| Mathematics (P/J) | 81-157 | 81-257 | 81-357 |
| Science (P/J) | 81-160 | 81-260 | 81-360 |
| Special Education | 82-100 | 82-200 | 82-300 |
| plus one elective | plus one elective | plus one elective | |
| Electives: | Basic | Advanced | |
| Behaviour Disorders | 82-110 | 82-210 | |
| Gifted | 82-120 | 82-220 | |
| Mentally Retarded(TTR) | 82-130 | 82-230 | |
| Learning Disabilities | 82-140 | 82-240 | |
| Slow Learner | 82-150 | 82-250 | |
| Special Topics | 82-160 | 82-260 | |
| Guidance | 83-100 | 83-200 | 83-300 |
| (For descriptions of Ministry of Education and Training Additional Qualifications courses, see below, 7.5.2) | |||
MINISTRY OF EDUCATION AND TRAINING ADDITIONAL QUALIFICATIONS COURSES
For Ministry of Education and Training Additional Qualifications Courses, see 7.4.2. and the chart above
Ministry of Education and Training Additional Qualifications courses have a common course description as follows: curriculum development, teaching techniques, and student evaluation procedures for specific subject areas and levels in school programs.
The courses will be professionally oriented; that is, they will emphasize the development of practices based upon theory, rather than the development of educational theory.
Theory and research in creativity; developing the creative potential in teachers and pupils; application in graphic, musical, dramatic, verbal, scientific, and mixed media; strategies in teaching and evaluation.
Philosophy of early childhood education, development and learning during nursery and kindergarten years; planning and organization of programs for children three to six years of age; early diagnosis of developmental difficulties.
These courses will focus upon the following: (i) recent developments in school curricula, and (ii) trends in teaching methods for individual students and groups in varied learning environments.
81-452.Art
81-453.Computer Science
81-456.English
81-458.French
81-459.Geography
81-462.History
81-466.Mathematics
81-467.Music—Vocal
81-468.Music—Instrumental
81-469.Physical and Health Education
81-473.Biology
81-474.Chemistry
81-475.Geology
81-476.Physics
81-479.Dramatic Art
81-480.Science—General
Discussion of the objectives of the teacher education program; a consideration of the nature and purpose of supervision; a study of the factors involved in the field experience environment; analysis of the role of the associate teacher and other supervisory personnel; problems in evaluation and communication.