U of S Land Acknowledgement:

As we gather together for this course, we acknowledge that it was created and will be delivered while on Treaty Six Territory and the Traditional Homeland of the Metis. We pay our respect to the First Nations peoples of this territory.  We also pay our respect to the Cree, Dene, Inuit and Metis ancestors of this land while reaffirming our relationship with one another. We recognize that during this course we are talking with participants in other Traditional First Nations Territories and Metis Homelands. We wish you, and all those involved, a safe, productive, and respectful encounters in these places.

 

COURSE TITLE: EDLC 101.0  Education Learning Community:  Community on Campus

COURSE CODE: EDLC 101.0                                    TERM: 2023 Fall Term

COURSE CREDIT: 0                                                  DELIVERY: Weekly Seminar/Workshop

DAY & TIME:  Monday, 12 to 12:50 pm          CLASS LOCATION: Rm 8, La Ronge      

START DATE: Monday, September 11, 2023            END DATE: December 4, 2022

INSTRUCTOR: Carla Kennedy, M.A, M.Ed.

EMAIL: kennedy.carla@northlandscollege.sk.ca

Phone number: 306-425-4549

OFFICE HOURS: By Appointment to be arranged by email

 Course Description

In this course, first year direct entry Bachelor of Education students will meet as a Learning Community once per week over the course of the fall term.  As appropriate and in addition to the instructor and guest speakers, students may be guided by Peer Mentors (upper year Education students) who will help to co-create a sense of belonging to the College of Education and to the wider campus community. 

This 0-credit course will encourage Education students to develop their local understandings of differentiated learning, and professionalism in the context of their local learning environment at Northlands College. 

Each year and term of the Education Learning Communities has a focus.  Y1T1 focuses on self-efficacy, professionalism, learning style, and differentiation.  The Big Idea in each session will appear in the Class Schedule.  To achieve these ends, each learning community, as part of its course work, will learn about and engage with educational partners and faculty members who will connect conceptual ideas with examples and innovations that exist in schools. 

Note: This is syllabus may be subject to change as opportunities/issues arise.

Rationale

The aim of Education Learning Communities is to welcome and engage students within the College of Education, and to infuse the College of Education with the strength of new ideas and fresh perspectives.  Because the teaching profession is guided by the “lived curriculum” of those it serves, learning communities will create flexible and supportive spaces that involve students in the life of the College, help them to recognize their own needs, activate their strengths, and build a sense of belonging among Education students within the broader university community.

Mission

The mission of Education Learning Communities is to engage Direct Entry students (students in Years 1 and 2 Education):

• In developing a sense of professionalism and teacher identity
• In identifying and deepening understanding of educational thought and practice

Values of Education Learning Communities

The values of Education Learning Communities are derived from the Professionalism statement of the College of Education (2015).  As developing teachers, we value:

• Lifelong learning
• Reflective inquiry
• Knowledge and skills to be able to meet the needs of all learners
• Diversity
• Commitment, dedication, and wisdom

Aims of Education Learning Communities

1. Developing Professional Identities as Learners, Educators, and Public Intellectuals
   • By learning about the standards and competencies expected by the College of Education, Saskatchewan Teachers’ Federation, Saskatchewan Professional Teachers Regulatory Board, First Nations School Divisions, and the people of Saskatchewan
   • By adopting norms, acquiring habits, and exhibiting behaviours that are consistent with the standards and expectations set by the Ministry of Education
   • By understanding the relationship between the aims of public education and society’s expectations of educators

 

2. Building a Sense of Community, Inclusivity, and Belonging
   • Through relationships and a sense of community among the members of Education Learning Communities, peer mentors, alumni mentors, and with other persons connected to the College of Education (Education Learning Community team, staff, and faculty)
   • Through observation and understanding of differentiated learning, capabilities, and strengths among peers
   • Through exposure to the application of educational principles at University of Saskatchewan, in the town of La Ronge, across the province of Saskatchewan, across Canada, and globally

Enhancing Academic Capacity

• Through discussion of educational terminology and its role in planning and implementing learning opportunities
• Through a deepening understanding of diverse educational contexts and issues of practice (on campus, in the north, province, country, and globally)
• Through inquiry into the construction and implementation of curricula

3. Building Personal Resilience
   • By exploring new techniques for managing stress, time, and self-care
   • By identifying the strengths of self and others
   • By utilizing resources, supports, and perseverance in the face of challenging situation
   • By drawing connections between the struggles and triumphs constitutive of academic, career, and life transition

Learning Outcomes

By the completion of this course, students will have:

• Thoughtfully considered their professional identities as learners, educators, and public intellectuals
  • By learning about the Saskatchewan professional education context (e.g., Saskatchewan Teachers’ Federation, local First Nations education authorities, educational partners)
  • By determining how their personal aspirations relate to professional frameworks
  • By connecting their educational pursuits to the responsibility of public intellectualism and the aims of education
  • By building relationships with other Education learning Community students, peer mentors, alumni, and faculty members
• Created a sense of community, inclusivity and belonging within their learning community
  • Through observations of differentiated learning, capabilities, and strengths among peers
  • Through consideration of the responsibilities and expectations of the teaching profession
  • By learning about diverse learning styles and cultures in schools from educational partners and faculty members
• Build personal resilience and identified strengths
  • Through techniques and strategies for managing stress, time, wellness, and self-care
  • By identifying their own talents and the talents of their peers
  • Through learning about the struggles and triumphs of peers as university learners and teacher candidates
• Developed an enhanced academic capacity
  • Through growth in effective study skills, strategies, and habits
  • By critically examining academic topics related to the field of education that are of interest and relevance to the group

 Class Schedule

Although some content topics will be pre-determined, this is a ‘living syllabus’ and as such the instructor and/or peer mentors are expected to respond to the needs of the students in their learning communities. Therefore, the timing/order of the course topics may be subject to change.  Peer mentors and Direct Admissions students are encouraged to contribute their strengths and talents to the weekly topics of the course and will collaborate with Education staff, alumni, and faculty members on the particular content that will be discussed where appropriate and applicable. Guest speakers may be brought in as well.

 Year One, Term One:  Community on Campus

BE THE LEARNER YOU WANT TO TEACH;

  BECOME A TEACHER OF LEARNERS!

This schedule is dependent upon guest availability, or a need identified by the learning community, that may change the weekly focus.

Week and Dates		Theme/Question of Week and Big Idea
1	Mondays Sept. 11,	Introduction to Community and things you need to know about university life Big Idea: Community building and Introduction to university resources Introduction to the learning community.  Getting to know other members of the community. Review the class syllabus. EDLC staff member will visit the LC to reinforce expectations for the course. Build community norms What should you look for in syllabi you have received? Where can you go for help? Learner styles
2	Sept 18 and 25	Reconciliation – Deepening your understanding of the educational context Big Idea:  Enhancing academic capacity 4 Seasons of Reconciliation –      Truth Before Reconciliation video      Reflection activity – what do we know about reconciliation as learners of education?      Debriefing activities
3	Oct. 2, Oct. 16, no LC on Mon. Oct. 9 (Thanksgiving)	Reconciliation, Racism, and Anti-racism Big Idea:  Act of Reconciliation – Moving to Anti-Racism Colonialism and roots of racism STF Governance Handbook – Social Justice, Inclusion and Equity – our beliefs as teachers and call to act individually and collectively. What’s next?
4	Oct. 23,	Curriculum? What is it and what should I look for? Big Idea:  Enhancing Academic Capacity/ Responsibilities and Expectations of teachers Curriculum is essential to work as a teacher. Examining what is in the curriculum, deeper than the outcomes and indicators.
5	Oct. 30	Terms that shape education (found in the curriculum)   Professional identity & enhanced academic capacity Broad Areas of Learning, Cross-Curricular Competencies, and Aims of Study guide K to 12 student learning and, thus, teaching. How do outcomes and indicators inform instruction and assessment? Guest teacher to share experience about unit with a focus on a lesson plann
6	Nov. 20	The Lesson plan Creating a lesson.  Group shares with the rest of the learning community – critique how this lesson sounds like it would evolve. Share the “lesson” on video using cellphone. Watch a lesson plan being delivered.
7	Nov 27	Continue last day Next question:  Now that you have tried to put a lesson together, consider “Who do you want developing curriculum?”  Here’s what is happening now.  View some of the lesson plans. Debrief about the process.  Consider who you want to develop curriculum.  Learn about the process.
8	Nov 27	Professionalism Big Idea:  Professional Identity and Building broader professional community Review STF Code of Ethics and why it is relevant to teacher candidates/students in the College of Education. Discussion
	Midterm break	Nov. 6 to 11, 2022
9	Dec 1	Preparing to understand TECC competencies Big Idea:  How learning communities outcomes are precursors for understanding the TECC competencies Examining the Teacher Education Certification and Classification competencies.  Beginning to develop an understanding of what each of the 17 competencies mean.
10	Dec 4	Consider where you are going - Review Review the term.  Request feedback via SLEQ. Culminating activity.

Last day of classes Wednesday, December 6, 2022

Recommended Resources

Textbooks are available through consultation with Northlands College Student Services or the Instructor.  

Other Recommended Materials

College of Education. (n.d.).  TECC Competencies Professional Growth Plan (PGP) Goals.  Available at http://www.usask.ca/education/fieldexperiences/tecc-pgp/index.php

College of Education Field Experiences. (n.d.).  Lesson and unit plans.  Available at http://www.usask.ca/education/fieldexperiences/tools-resources/lesson-plan-formats.php

Duckworth, A. L. (2013). The key to success? Grit. TEDtalk available at https://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit Time: 6:09

Dweck, C. (2014).  The power of believing that you can improve.  TEDtalk available at https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en  Time: 10:20

Gardner, H. (2009). Big thinkers: Howard Gardner on multiple intelligences.  Available at http://www.edutopia.org/multiple-intelligences-howard-gardner-video Time: 7:55  

Nussbaum, M. (2010).  Examined life.  Available at https://www.youtube.com/watch?v=cbcGbflpFzI Time: 7:53 Psychology Tools. (n.d.).  Available at https://psychology-tools.com  

Robinson, K. (2006).  Do schools kill creativity?  TEDtalk available at https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en  Time: 19:24

Saskatchewan Education. (n.d.).  Treaty education.  Available at http://www.education.gov.sk.ca/treaty-education/

Saskatchewan Professional Teachers Regulatory Board. (n.d.).  Competence.  Available at http://www.sptrb.ca/web/SPTRB/Conduct_and_Competence/Competence/SPTRB/Conduct_and_Competence/C ompetence.aspx?hkey=0a3fae9e-72dc-447f-b060-52e4a878d58d

Saskatchewan Teachers Federation. (2015, April).  Taking your place in the teaching profession:  A Handbook for beginning teachers.  Available at https://www.stf.sk.ca/sites/default/files/taking_your_place.pdf

Saskatchewan Teachers Federation. (n.d.). Codes and standards. Available at https://www.stf.sk.ca/teachingsaskatchewan/teacher-professionalism/codes-standards

Student Learning Services, University of Saskatchewan. (n.d.).  Study skills help.  Available at http://www.usask.ca/ulc/studyskills/resources

Grading Scheme

Pass/Fail

 Criteria That Must Be Met to Pass

Regular attendance and engagement in Learning Community activities are required in order to pass the course.  Where on-line learning is practiced, it is expected that participants will be on camera to provide as much as possible a ‘face to face’ classroom atmosphere.  Attendance will be taken at each Learning Community hour. See the Attendance Policy within this document.

If a student must be absent for an acceptable reason (e.g., illness or compassionate reason), the student is responsible to communicate the reason to the Class Instructor prior to the LC hour with acceptable explanations/documentation for the absences, via email. kennedy.carla@northlandscollege.sk.ca

Students are expected to participate in conversations/activities and to communicate about relevant topics to address the needs of students within the learning community.

The Instructor/Peer mentors will respond to the course needs that are suggested/identified by students. 

Dialogue and discourse with educational practitioners will deepen and broaden student understanding of the conceptual frameworks presented/modeled in class.

Attendance Policy for Education Learning Communities

Preamble

Learning Communities were established for a number of reasons: a) to help students build networks with other CoE students; b) to provide a support mechanism for students new to the college and who may not know how to access campus resources; c) to introduce knowledge and skills related to the profession that foreshadow third and fourth year classes, and d) to provide a space where CoE students can build relationships with guests who represent professional associations, administrators, teachers, community members, parents, students, and others who are integral partners in education and whose concerns shape the issues that affect teachers in the classroom every day. To that end, their purpose is very different from traditional classes that lead to a degree. Their primary outcome is to foster teacher candidates’ senses of themselves as learners, professional educators, and public intellectuals who can engage with others in a professional manner. The sole criteria for a successful grade Is punctuality and attendance.

Attendance is necessary for the following reasons:

1. Learning communities are formal professional development classes during which teacher candidates engage in dialogue, interaction, and hands-on learning to support the development of their teacher identity. They are not intended to be content knowledge lectures. Learning how to be a teacher entails learning how to build relationships and networks with educational partners, engaging in professional discussions on teaching and learning, and to practice how to think, act, and be a teacher in a safe environment, It is impossible to do these things by “getting notes” from someone.
2. Guests are an integral feature of the learning communities. It is impossible to replicate the experience of learning that occurs when teacher candidates can ask questions of knowledgeable, relevant people who work in, or are affected by, the field of education. Absence from class without just cause disrespects guests who have spent time, energy, and resources creating presentations for teacher candidates. This leads to unfavourable perceptions of the professional conduct of individual teacher candidates. It creates a poor reputation for the CoE with our educational partners.

Policy on Attendance and Punctuality

Full and punctual attendance at all learning community classes is a requirement, absences or lates may be excused only for illness, compassionate reasons, or extraordinary circumstances for which teacher candidates have received PRIOR Permission (the learning communities staff will make a determination about whether an absence will be excused). It is recognized that a student may be unavoidably delayed on occasion (once or twice), however arriving late is disruptive and unprofessional, and will be coded as an absence if is persistent.   

Integrity Defined (from the Office of the University Secretary) 

The University of Saskatchewan is committed to the highest standards of academic integrity and honesty.  Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect.  Students are particularly urged to familiarize themselves with the provisions of the Student Conduct & Appeals section of the University Secretary Website and avoid any behavior that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.  Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.

All students should read and be familiar with the Regulations on Academic Student Misconduct

(http://www.usask.ca/secretariat/student-conduct-appeals/StudentAcademicMisconduct.pdf) as well as the Standard of Student Conduct in Non-Academic Matters and Procedures for Resolution of Complaints and Appeal(http://www.usask.ca/secretariat/student-conduct-appeals/StudentNon-AcademicMisconduct.pdf) 

For more information on what academic integrity means for students see the Student Conduct & Appeals section of the

University Secretary Website at: http://www.usask.ca/secretariat/student-conduct appeals/forms/IntegrityDefined.pdf

Access and Equity Services for Students (AES)   

Students who require accommodation (learning, medical, physical, mental health, religious, etc.) are strongly encouraged to register with Access and Equity Services (AES) if they have not already done so. Students should contact AES for advice and referrals. In order to access AES programs and supports, students must follow AES policy and procedures. For more information, visit https://students.usask.ca/health/centres/accessequity-services.php or contact AES at 306-966-7273 or aes@usask.ca.

Student Supports

Northlands College Student Services

Student Services is available to discuss and provide assistance with various programs, services, supports and accommodations to help student success. Please reach out to your Student Services Team at anytime.

Laura Nagy University Coordinator (306)425-4688 nagy.laura@northlandscollege.sk.ca

Samara McCann-Bird Learner Services Coordinator (306)425-4445 mccann-bird.samara@northlandscollege.sk.ca

 

University Student Advisors

Student advisors are career and academic counselors who are knowledgeable about the many community and college resources available to you and are committed to supporting students in achieving their academic and career goals. Advisors are available to discuss the following topics:

• Career Planning and Course Selection – Northlands College student advisors work with you to assess your vocational interests, course selection, and educational and training options.
• Academic Advising – Program/Class selection, Entrance requirements, maximising learning
• Financial Information – Scholarships, Finance Aid and Funding
• Personal Support - Contacts for accommodations, Stress management techniques, communication skills, goal setting, daycare options, Access and Equity, referrals to outside agencies.

Janelle Pederson (306)235-1765 pederson.janelle@northlandscollege.sk.ca

 

Northlands Learning Hub

Northlands College is excited to launch the Centre for Northern Post-Secondary Teaching & Innovation, also known as the Learning Hub. The Learning Hub is a new Northlands College initiative and will evolve based on what your needs are.  We are open to your ideas and suggestions!

The Learning Hub is here to provide additional academic support. We will work with learners and their instructor, and instructional assistant to best support the learner.

Students can access the Northlands Learning Hub

By clicking on the link: 

https://link.northlands.college/book

Or for general inquiries email:  learninghub@northlandscollege.sk.ca

Student Supports

Student Learning Services

Student Learning Services (SLS) offers assistance to U of S undergrad and graduate students. For information on specific services, please see the SLS web site   https://library.usask.ca/studentlearning/

Student Services provides advice and support in the following categories:

Student Central   https://students.usask.ca/student-central.php  306-966-1212

Don't know who to call? Start here.

Student Wellness Centre  email:  student.wellness@usask.ca; 306-966-5768

Offers urgent and non-urgent physical and mental health care to U of S students and their spouses and children.

International Student and Study Abroad Centre email:  international.students@usask.ca or study.abroad@usask.ca

306-966-4925

Resources and services for international students and those wanting to go abroad.

Indigenous Students   https://students.usask.ca/indigenous/index.php

 Gordon Oakes Red Bear Student Centre  email:  gordonoakes.redbear@usask.ca   306-966-5790

Protective Services  https://www.usask.ca/protectiveservices/  Emergency:  

Saskatoon Police Service 911 or 9-911 (on campus)

Campus Protective Services 306-966-5555

 

24-hour assistance with campus safety or security issues.

 

Student Affairs and Outreach  https://students.usask.ca/health/centres/student-affairs-and-outreach.php  306-966-5757

Offers mental health intake, student outreach, crisis response, and consultation to those concerned about a student.

 

Access and Equity Services  https://students.usask.ca/health/centres/access-equity-services.php#Hoursandcontact

Offers programs and advocacy services.

General inquiries

•  1-306-966-7273

•  1-306-966-7276 Voice/TTY
•  aes@usask.ca

•  1-306-966-1170 Fax

Learning Hub   https://library.usask.ca/studentlearning/#Succeedinginuniversity

Programs and services to help students develop academic skills and support for learning in areas such as writing, math, studying, and research.

Student Employment and Career Services

Career and employment skills, workshops, and events.

ICT Service Desk  306-966-2222   https://servicecatalogue.usask.ca/it/advice-help-and-support.php

Email, PAWS, and technology support.

The student's union also runs multiple centres to support students.

USSU Food Centre https://ussu.ca/foodcentre/   306-966-1792

Emergency food hampers, Good Food Box

Help Centre  https://students.usask.ca/health/be-well.php#Practicemindfulbreathing

If you just need help and someone to talk to

Appointments – 306-966-5768

Same-day mental health support – 306-966-5757

Mental health intake – 306-966-5768

After hours support – Saskatoon Mobile Crisis  306-933-6200 or Crisis Services Canada – 1-833-456-4566

Pride Centre  https://ussu.ca/pridecentre/  306-966-6615

A welcoming place for people of all sexual orientations and gender identities

Women's Centre

A safe and positive place for feminism and activism

https://students.usask.ca/essentials/safety/sexual-assault.php#Sexualviolence

Women’s Centre information available on Instagram, Facebook, Twitter, and Discord

Childcare Centre  https://ussuchildcarecentre.ca/

Childcare services for students – two locations:  McEown location; Williams location

Campus Daycare  email:  campus.daycare@usask.ca  306-966-7807

In the College of Education

  https://students.usask.ca/.

https://ussu.ca/

College Supports

Peer Mentors

Undergraduate Program Advisors, College of Education Education Learning Community Team (Undergraduate Associate Dean, Learning Communities Coordinator, Academic and Learning Communities Advisor, Programs Office Coordinator)

Alumni

For More Information: Contact the Learning Community Coordinator in the Undergraduate Programs Office at 306-

966-7654