Courses & Offerings
Working under the supervision of a community partner, students complete community-based projects and/or placements as part of their course credit. Projects are defined by community organizations to meet their unique needs and are intentionally aligned with learning outcomes of courses in various disciplines.
Check out our Western Libraries Scholarship@Western site which showcases previous student projects that meet community-identified needs.
Please Select a Faculty
Arts and Humanities | Education |Engineering | Health Science | Information and Media Studies | Ivey | Multidisciplinary |
Don Wright Faculty of Music | Schulich School of Medicine & Dentistry | Science | Social Science |
Continuing Studies | School of Graduate and Postdoctoral Studies | International
Faculty of Arts and Humanities
Dr. Patrick Mahon
Fall 2021 and/or Winter 2022
The School for Advanced Studies in Arts and Humanities (SASAH) is an interdisciplinary four-year undergraduate program in the Faculty of Arts and Humanities, one of whose educational missions is to translate research excellence and scholarly rigor into dedicated and compassionate community engaged learning and service. SASAH admits yearly cohorts of 25 highly motivated and engaged scholars dedicated to becoming global citizens. One of the Program’s key goals is to build student intellectual and creative capacity through a series of classroom and community learning experiences, harnessing this capacity into action especially in the experiential learning course described herein. Students enrolled in this course will receive either half- or full-course credit, depending upon their level of participation.
This course is designed primarily as a Year Four capstone experience. In consultation with the designated community partner and the Community Engaged Learning team, however, the SASAH Director may consent to accept Year Two or Three SASAH students into the course. These special permissions will be granted depending upon: 1) individual student interest, capacity, and aptitude; 2) demonstration of exceptional progress in the SASAH Program; 3) student justification, in consultation with the Director, that the particular course project constitutes an invaluable opportunity for student learning and advancement; and 4) the availability of School or community resources.
Previous projects include: Working with Art 4 All Kids to provide free fine arts lessons to underserved children, ages 7-12; working with LIFE*SPIN on a Legislative/By-law review to prepare affordable housing recommendations.
Coordinated by Dr. Ana Garcia Allen
Full Year 2021-2022
Intermediate: Combining grammar and communication, this course prepares students to discuss, read and write about a variety of topics and to explore ideas about Hispanic culture in relation to their own.
Advanced: Further development of oral and written skills with systematic acquisition of vocabulary and selective grammar review. Based on a multimedia and communicative approach, this course aims to develop fluency. Discussions, readings, and writing will focus on the cultures of Spanish-speaking countries. Includes an optional Community Engaged Learning component. Community placements that seek to place students in one-to-one mentorship partnerships or activities of organizations serving the Spanish community help bring the language learning to life
Previous projects include: Engaging in one-to-one partnerships with Spanish newcomers in a 50/50 conversation program allowed Spanish newcomers to improve English while the Spanish students could apply language learning to real situations; Working within the daily operations of a community program that serves Spanish newcomers; Helping to facilitate a community art therapy program targeted towards Spanish newcomer children. Note: In the past, the CEL component of Spanish 2200 CEL was an optional Impact Experience. Students have participated in the Dominican Republic Impact Experience working with Outreach 360. This included teaching English in elementary schools, facilitating learning activities for children, creating lesson plans and delivering them to students, and taking part in various building and program development projects for the English Institute.
Professor T. Johnson
This community engaged studio course aims to give students the opportunity to expand their knowledge of textile arts by learning the skill of embroidery by partnering with the Canadian Embroiderers’ Guild, London. Each student will produce an individual “sampler” which will document their experiences and learning in the course. With these new skills, students will also initiate their own embroidery/ textile art project with assistance of members from the Embroiderers’ Guild. Students will engage with the community by attending select events and get-togethers organized by the Embroiderer’s Guild and contribute to the Guild-initiated textile projects. Students will research the histories and social constructs around embroidery with a short presentation.
Dr. Kim Solga
Performance Beyond Theatres introduces students in the Theatre Studies major and minor to the interdisciplinary field of Performance Studies, which gathers knowledge and practices from anthropology, sociology, cultural studies, literary studies, and more. Performance Studies investigates the performative nature of everyday life, examining such phenomena as walking and moving in the city, sports events, religious services, political protests, and the development of neighbourhood cultures (for example, gentrification practices) through the lens of performance. The goal of TS2202 is to help students understand how performance structures everyday interactions in the public sphere and shapes the ways in which our citizenship is actualized; it is an example of "performance as a public practice", something that has grown ever more urgent to explore with the arrival of COVID-19. In Fall 2021, TS2202 will partner once again with City Studio London – and with students in Psychology 3895, Social Science in the Community – as we create performance actions both live and online to support the City of London’s anti-oppression and anti-racism mandates. View past work and learn more about City Studio.
Previous projects include: Students in two courses - Performance Beyond Theatres & Social Science in the Community - collaborated and combined their disciplinary knowledge and methods to shed light on and generate ways to address racism, xenophobia, physical-ableism, and sanism.
Dr. Gus Riveros
An introduction to a case study approach for investigating equity issues in urban schools. Teacher Candidates identify appropriate topics and investigative methods, and reflect upon their findings in terms of relevant literature and their own experiences in urban schools.
This is a new CityStudio London course: CityStudio is a proven model out of Vancouver and is now being adapted across Canada. CityStudio London is a collaboration between the City of London, Pillar Nonprofit Network, and all the post-secondary institutions in London (i.e., Fanshawe College, Western University, and all the affiliate colleges). The partnering organizations co-create experiential learning opportunities for students to apply their knowledge and skills to tackle challenges facing our community and contribute meaningfully to our city’s future.
Dr. John Dickinson
Introduction to the principles and practices of professional engineering. Team-based design projects provide context for developing research, critical thinking, and problem-solving skills along with professional behaviour. Includes elements of need recognition, conceptualisation, prototyping, and engineering design to satisfy commercial specifications. Emphasis on creativity, teamwork, time management, communication and engineering skills necessary to practice in any engineering discipline. At the end of the course students will be able to model professional engineering behaviour and work in teams to execute all parts of a systematic design process, including seeking and critically examining information and communicating effectively with clients and other stakeholders.
This is a CityStudio London course: Students in this course have designed: a tablet mount for a paratransit vehicle to improve usability and control during transit; a voice-controlled television; kayak seats to address specific user needs; gamification application for counting currency.
Dr. Denise Grafton
Environmental health has an important role to play in addressing the complex array of environmental threats that are affecting human health and the wellbeing of our planet. Starting from this insight, this course looks at the interface between the fields of environmental health and health promotion to explore the theory and practice of environmental health promotion in its current context. The course introduces students to key concepts and theories used in the practice of environmental health promotion. It explores contemporary strategies to address issues such as epidemiology and toxicology, air pollution, water quality and scarcity, healthy built environments, vector-borne illness, and climate change using the tools of health promotion and health protection. The course employs a range of learning tools, including lectures, facilitated discussion and multimedia resources. Students will also have the opportunity to engage directly with expert practitioners in the field through a community engaged learning project done in collaboration with environmental organizations in London.
Previous Projects Include: Creating and delivering "laser talks" regarding climate change as a public health issue to London MPs with Citizen’s Climate Lobby, creating a social media campaign and community engagement project plan for the City of London to increase the public’s awareness of the various City of London water system components and programs, literature review and presentation on shade policies for ReForest London, public outreach campaigns (e.g., flash mob, hosting a game of Environmental Feud, social media campaign, and video for YouTube channel) promoting TREA’s mission
Dr. Aleksandra Zecevic
The Aging Body course examines the complexities of aging from a physiological perspective and provides students with learning opportunities to examine normal and abnormal aging, theories of aging, common conditions associated with aging, compression of morbidity, the concept of frailty, aging as a developmental process, and the complex interaction of disease, disability and function with advancing age. The Aging Body course has a student engagement component where all students in the class work on one project – the development of a Mobile Aging Simulation Lab.
Previous projects include: Students invite community participants to in the Mobile Aging Simulation Lab they develop either on campus or in the London community.
Dr. Carri Hand
September 2021 – December 2021 and February 22 – April 4 2022 (students are on placement in January and February and not expected to work on projects at that time)
Through this course students will develop the capabilities required for occupational therapy practice at organization, community and societal levels, oriented toward social and occupational justice, including understanding, analyzing and addressing the social landscape through advocacy that enables occupation and system change. Students will engage in integrated fieldwork activities involving promoting the profession of occupational therapy and working with a community partner to enact change.
This is a new CEL course: Students will partner with local community organizations to complete a project defined by the community partner that helps advance the mission of their organization. By engaging in a project, students are able to apply their course content knowledge to “real world” experiences while contributing to the community organization.
Dr. Diane-Laure Arjaliès
Master of Media in Journalism and Communication 9503: Shoot for the Heart - Harnessing the Power of Video Storytelling
Whether you’re a journalist wanting to draw international attention to the Syrian refugee crisis, working for an aid organization asking for donations to help those refugees, or trying to promote your organization for any other reason, video can be a powerful storytelling tool. Used effectively, video allows viewers to deeply connect with people in your stories. In this course you will learn to use moving pictures and audio to make your viewers care about an issue and to inspire them to take action.
Previous Projects Include: Students have produced videos stories for more than 30 local organizations, including the Make A Wish Foundation, Big Brothers and Sisters, the Boys and Girls Club, the Canadian Women’s Sledge Hockey Team, the Preschool of the Arts, Youth Opportunities Unlimited, the Epilepsy Support Centre and CLAP.
Dr. Karen Danylchuck, Dr. Jeff Hutter, Dr. Jan Plug, Dr. Dan Shrubsole, Dr. Brad Urquhart, Dr. Ken Yeung
November - March
Non-profit organizations in the London community are often faced with “wicked problems” that are very difficult to solve due to their complex, contradictory, changing or cross-cutting nature (Weber & Khademian, 2008). Using an approach that blends theory and practice, Scholars Electives students will work in interdisciplinary groups within organizations over the Fall Term to collaborate with organizations to provide insight and recommendations of how to alleviate a “wicked problem” the organization is facing.
Previous projects include: Adapted content of an online module to appropriately communicate the health information to the target audience; created a report and presentation containing recommendations for effective tourism implementation strategies, based on consultation with Middlesex County community members and a survey of best practices in similar municipalities in Ontario; produced a business plan for the implementation of a local thrift store.
Dr. Cathy Benedict
Fall 2021 and Winter 2022
This third year course seeks to place students in real-world community and school educational situations in which students can draw together and apply the concepts they have learned about Music Education in the previous two years of the Music Education program.
Previous projects include: Students organized and participated in community coffeehouses at Luke's Place; Students participated in a weekly drop-in jam session for those with lived experience of mental illness through Belong to Song; Students assisted and empowered youth to experience a free, intensive, innovative and accessible after-school music program with El Sistema - Aeolian Hall.
Dr. Alison Allan
Biochemistry 4455G is the capstone course in a new BMSc Honors Specialization module in Biochemistry and Cancer Biology. The course will emphasize the translation of cancer research discoveries into clinical cancer practice, through an emphasis on critical thinking, evaluation of data from the basic science and clinical oncology literature, research design and ethical conduct. A Community-Engaged Learning (CEL) component in the curriculum will integrate students in a small group / team learning context through coordination with relevant community partners associated with cancer research, support and care.
Previous projects include: Students have created materials appealing to high school aged youth to promote annual Canadian Cancer Society Let’s Talk Cancer Event and help dispel cancer myths, designed and conducted surveys to evaluate the impact of programs offered by Kids Kicking Cancer on participants, and developed a project plan/business case to support moving PSMA PET scanning into the standard of care for men with prostate cancer in Ontario.
Dr. Sarah McLean
This course will focus on addressing health care misconceptions with students using scientific inquiry. Online work will focus on the underlying pathophysiology, biochemistry, and epidemiology of relevant healthcare issues. In-class sessions include active learning exercises and discussions with community healthcare members. A community-service learning project is undertaken related to healthcare communication and/or promotion.
Previous projects include: Students have developed a business case for presentation to the South West Local Health Integration Network recommendations based off the initial study findings for a lift assists service to be provided by Middlesex-London Emergency Medical Services, increased awareness, support and funding of mind-body initiatives (yoga and mindfulness) for mental health and addiction recovery, and conducted community mapping of resources available within communities of Ontario that will aid in Teen Challenge graduates’ exit strategies and after-care support.
The community-engaged experiential rotation will provide students with a breadth of exposure to a field in medical science research. Students will complete several tasks associated with this rotation including a needs assessment before they go out on rotation and a summary when they return. This experiential rotation will provide an opportunity for students to connect theory and practice in the program. Each student will be assigned a faculty advisor (one of the core program members) who will oversee and if necessary, facilitate the rotation placements for their group of students. Assessments and assignments related to the rotations will be part of the accompanying program components
Dr. Lloy Wylie and Dr. Ava John-Baptiste
The Master of Public Health (MPH) Program is designed to fill a novel niche at the intersection of leadership, sustainability and policy within the Canadian Health Care System as well as more globally. It is an interdisciplinary, interfaculty program that seeks to prepare students to address main public health challenges in Canada and abroad, thus opening avenues and opportunities for the students to serve not just in their local communities, but also contribute and lead in national and global public health initiatives as the change agents.
The Community Engaged Learning projects will seek to enhance the learning in the courses by bringing course concepts to life and affording students the opportunity to work in real-world settings where they can apply their acquired knowledge. Projects will inform the classroom and academic experience of MPH students for the following courses:
- Community Health Assessment & Program Evaluation
- Health Economics
- Managing Health Services
During the program, students study a variety of public health topics, including:
- Maternal/Child Health
- Emergency Preparedness/Disaster Response
- Communicable and Chronic Disease
- Mental Health
- Determinants of Health and Health Equity
Dr. Graeme Taylor
Fall 2021 and Winter 2022
This course is intended for students to further develop the skills necessary to search, understand, synthesize, discuss and present (orally and written) the published literature on topics in biology. This course offers students the opportunity to think broadly about biology, both its results and scientific process. This course gives students the opportunity to practice several different kinds of communication and critical thinking, and gives students opportunities to mobilize their acquired knowledge through educating others on various topics of biology through community partnerships.
Previous projects include: Information pamphlets for Thames Regional Ecological Association about rain barrels and compost bins and how to use them effectively; Packaged and catalogued more than 7000 seeds for the London Seed Library in collaboration with Food Not Lawns; Prepared a report indicating the estimated value of ecosystem services in the 15 properties owned by the Thames Talbot Land Trust.
Laura Reid and Bryan Sarlo
Fall 2021 and Winter 2022
This course explores the use of different types of media (e.g., text, images, sound, animation) to convey ideas and facilitate interaction. Topics include the design and use of a range of software tools for media creation and editing, covering image, sound, animation and video. In this course, students will have the opportunity, using Photoshop, to participate in Community Engaged Learning by creating a poster for a partner organization or for an upcoming event given by an organization. The course is large so the partner can select their favourite poster from almost 800 student designs. Partnering organizations should have a rough idea of the text they would like included on the poster and the general message that the poster should convey.
Previous projects include: Creating a poster about the jewelry created by women at “My Sister’s Place” and Epilepsy Awareness month.
Environment and Sustainability 9430/9440: Interdisciplinary Research seminar (CityStudio London course)
Dr. Ben Rubin
The objective of this seminar series is to initiate an interdisciplinary dialog between students and faculty from the various disciplines represented in the collaborative specialization. The seminar series provides graduate students the opportunity to discuss their research with a multi-disciplinary group that shares a common interest in the environment and sustainability. Students are required to attend seminars and participate in discussions. Each student will give one seminar each year. The seminar will provide background information on the student’s general research area as well as specific aspects of their research project. Critical to the success of this seminar series is active participation in the discussion to follow each presentation.
In this course, students will:
• learn how to present their research to a multi-disciplinary audience; and
• learn to participate effectively in multi-disciplinary discussions and working groups.
This is a CityStudio London course: CityStudio is a proven model out of Vancouver and is now being adapted across Canada. CityStudio London is a collaboration between the City of London, Pillar Nonprofit Network, and all the post-secondary institutions in London (i.e., Fanshawe College, Western University, and all the affiliate colleges). The partnering organizations co-create experiential learning opportunities for students to apply their knowledge and skills to tackle challenges facing our community and contribute meaningfully to our city’s future.
Dr. Christina Booker & Dr. Gurpaul Kochhar
This experiential learning course will foster interaction between students and community partners regarding a specific project. Students will mobilize their classroom and laboratory knowledge in order to address questions of relevance to a local company or non-profit organization. Students will be trained to identify, evaluate and construct an evidence-based stance on contentious products, or claims, in the media, or in society, on the basis of the science behind them and communicate these arguments to both scientific, as well as general, audiences. One two-hour lecture and one two-hour tutorial per week.
Previous projects include: Research report regarding the contributing sources of phosphorus/nutrient pollution in Lake Erie to inform the prioritization of City resources to minimize phosphorus/nutrient pollution in Lake Erie; Updated overview of the latest claims by media/marketers causing residents to distrust the safety of their municipal drinking water system to advise the public that it may be unnecessary to purchase their own treatment systems, or to consume water from a commercial source.
Dr. Karen Pennesi
In this course, graduate students learn research methods and design for conducting qualitative research in anthropology. Methods of data collection include: participant observation, interviewing, surveys, participatory mapping, ethnographic observation, and more. Students will engage in a team project with a community partner to learn about developing a research plan, recruiting participants, ethical considerations and collaborative research. Data analysis will be largely qualitative, focused on identifying common themes, delineating a range of opinions or experiences, and exploring meanings of particular concepts, experiences, relationships, etc. Findings may be presented in a variety of formats such as a written report, an oral presentation or an online newsletter, according to the needs of the community partner.
Previous projects include:
• Working with Revera Retirement Living (Windermere on the Mount) to explore what different facets of
independence mean to residents and making recommendations for how Revera management can better
support resident independence.
• Working with London Cross Cultural Learner Centre to evaluate youth programs and the newcomer match
program, identifying successes and challenges, and making recommendations for improvement.
Full Year 2021-2022
A project is a temporary endeavour undertaken to create a unique product, service or result. In traditional organizations, projects represent one-off endeavours that are separate from the everyday operations of the organization (i.e., a change initiative, a particular campaign, developing a new feature). In project-based organizations, all work is organized in the project-based model (i.e., theatre, television, video games, construction and building trades.)
In this course, students will be learning how to manage projects from start to finish through: initiation, planning, execution & control and closure. Students will apply the principles of project management to ensure that the project meets the stated requirements in terms of scope, quality, cost, schedule, resources and risk.
This course will partner students with community organizations who have a project for completion. This will help students see the concepts of project management come to life while helping to advance the mission of partner organizations.
Previous projects include: Execute an event to test and pilot a live-in student placement program to support residents of Plant A Home with developmental disabilities; Create recruitment strategies and connections outside current and conventional avenues to enhance and boost recruitment of qualified candidates at Participation House.
Dr. Dan Bousfield
The purpose of the course is to integrate studies in history and political science in order to produce a final class report that contributes to public discussion and public policy.
In 2022, the class will examine recent geostrategic events and situate Canada’s role in the changing world of global affairs. The students will develop a capstone project to reflect contemporary debates on international issues, including COVID-19, race, gender, ability, and other challenges facing the global community.
The challenge for the class will be to situate policies, practices and priorities that reflect changing global realities. You will bring your ideas together in the first term to develop a capstone project for the second term. Students will complete a range of assignments to deepen their expertise in a policy area and provide a variety of formats to present their ideas.
This includes an option of Community Engaged Learning (CEL) for course credit, where students have the opportunity to engage directly in issues in London that intersect with course content. Students should be able to present their policy ideas to a variety of audiences from the public, to university peers, to a panel of experts at the end of the term. Developing strong and well-researched ideas is an integral part of your assignments, as is the ability to present them coherently and concisely in a range of formats.
Dr. Dan Bousfield
This course will help you critically assess the current state of Canadian-American relations through a variety of perspectives, issues and policy debates. We will emphasize the importance of theories and arguments related to North American integration and divergence from local, regional and global perspectives. We will explore economic and political integration as well as forms of divergence where students will analyze developments in the areas of defence, security, environment, culture and labour. Students will also debate and discuss the processes of policy development in comparative terms, with an emphasis on the role of actors in civil society. Students will be given the option to complete Community Engaged Learning placement or projects that will allow these issues to the brought to life to the student, while making an important contribution to a community organization in the London area.
Dr. Dan Bousfield
This course explores the political implications of international law. It examines competing approaches and considers the nature of international law in both domestic and international contexts. International law is discussed in the context of contemporary issues both local and global, including dispute settlement, the rule of law, migration and immigration, humanitarian aid and assistance, the globalization of international conflict, international legal mechanisms, and issues surrounding human rights at home and abroad.
Previous projects include: Website and Blog Development, Analysis of London Employment Space, Newcomer Settlement Plan & Community Engagement for the African Canadian Federation of London; Literature review and recommendations on best practices of qualities of welcoming communities for the Inclusion and Civic Engagement Sub-council.
Dr. Dan Bousfield
This course will help you critically assess the political perspectives on contemporary issues in global political economy. This course will help you explore the central debates between developed and developing countries as well as key issues, debates and topics. We will address a range of issues in global political economy including aid, trade, corporations, investment, food production and agricultural trade agreements. Drawing on this global political economy framework, this course will explore both theories and issues between developed and developing countries in the contemporary world. Students will be given the option to complete Community Engaged Learning (CEL) placement or projects that will allow these issues to the brought to life to the student, while making an important contribution to a community organization in the London area.
Dr. Riley Hinson
Full Year 2021-2022
This course deals with addictions, mainly drug addictions but also other forms of addiction. The intent is to expose students to many of the issues that arise in the addictions field: What is an addiction and why do people become addicted? How can we prevent addictions? How can we treat addictions and what are some of the treatment options?
Previous projects include: Online training modules for Addictions Services of Thames Valley to assist staff with their understanding of the DSM -5 updates; Program review of all Westover Treatment Centre services as they compare with current literature and best practices. Note: this course is running as a CityStudio London course in 2021-2022.
Dr. Leora Swartzman
Full Year 2021-2022
Community psychology seeks to understand relationships between environmental conditions and the development of health and well-being of all members of a community. Students will learn about the principles and values of community psychology; community research; types and models of prevention; stress, coping and social support; psychological sense of community; and strategies for social change. In the first half of the fall semester, through classroom exercises and small assignments, students will develop their knowledge translation skills: accessing, interpreting and critically evaluating appropriate research that addresses a specific real-world problem; communicating research findings/science orally and in writing in a way that is understandable to non-specialist audiences. From the second half of the fall term through the entire winter term, they will apply the knowledge and skills acquired to date (i.e., engage in the practice of community psychology) through their work on the community partner projects. Towards the end of the Winter term, a large part of class time will be dedicated to student presentations in which they provide an overview of the community-based project and other aspects of what they learned (e.g., about themselves, the setting, community psychology-related issues).
Previous projects include: Examining the impact of Space and the neighbourhood environment on residents’ well-being for Crouch Resource Neighborhood Resource Centre; create a plan to transition a mutual aid Positive Parenting Program from one that is facilitator-led to one that is peer led but facilitator supported for Merrymount Family Support and Crisis Centre.
Dr. Leora Swartzman
Full Year 2021-2022
Social Science in the Community is a professional development course where students, working in interdisciplinary teams, develop transferable skills by applying their scholarship to help City Hall (or another community partner) address its needs. Course seminars will provide students with the foundational knowledge (e.g., about community engagement, advocacy, knowledge exchange) to work effectively with city hall staff and any community partner involved in the project to maximize their collaborative impact. Learning will occur largely through project -related work and independent reading, assigned reading and material presented in class. This will be assessed by class quizzes and contributions to class discussions.
Much of class time in the first half of the Fall semester is aimed at deepening students’ understanding of the material and ability to apply it. Most class time towards the end of the Fall term will be dedicated to student presentations in which they describe the City Hall department/ or community agency in which they have been placed, what they have learned to date and the scope of the project they are to deliver at the end of the winter term. They will also assign one (or two) readings for the class and will bring that material into the presentation on discussion. In the Winter term, students will apply the knowledge and skills acquired to date through their work on the City (or community agency) projects.. Working in pairs, students will spend an average of 4-5 hours per week on placement and on the project. Course- related activities in the Winter term will revolve around the projects.
Previous projects include: Students in two courses - Social Science in the Community & Performance Beyond Theatres - collaborated and combined their disciplinary knowledge and methods to shed light on and generate ways to address racism, xenophobia, physical-ableism, and sanism.
Dr. Bill Irwin
The purpose of the course is to familiarize students with the major issues in the fields of program and policy evaluation. Students will develop an understanding of the theoretical frameworks used for evaluative research, validity issues in evaluative research, and the multi-methods, theory-driven approach to evaluation. The course reviews the process through which policies and programs are considered, developed, approved, implemented and evaluated. Evaluation research is of increasing relevance in an era where economy, efficiency and effectiveness are integral to the delivery of public sector services.
Prof. Lauren Barr
Full Year 2021-2022
Sociology is the study of human social relations and institutions. Within the sociology of deviance class, we question what it means to be a member of a group, and what happens when one is excluded from social interactions. We attempt to determine what social forces are at play in determining who is considered to be “deviant” and why, as well as the impact of this social interaction.
Individuals are characterized as “normal” or “deviant” on the basis of many socially constructed attributes. For the purposes of this course class, we take an intersectional lens to identify and examine the many ways that society might label and stigmatize. It is the aim of this course to nurture academic empathy and understanding of the variety of human experiences, as well as to critically examine the role of institutions and experience of social control.
Previous projects include: Literature review about male prostitution and how attitudes can be changed; List of indicators showing extent and impact of housing issues for those living with mental health problems/illness and/or addictions at a community level; Supporting art and music programs with London Arts Council, Arts4AllKids and Participation House Drumming Circles; Developing a Housing First Ending Homeless Strategy for Indigenous people in London with Atlhosa; Financial Literacy Programs and Curriculum for Youth and Adults with Impairments.
The world of media is changing almost daily. This course will provide students with the critical thinking processes, analytical skills, strategic planning and practical techniques needed for professional competencies. It will challenge students to constantly re-evaluate their worldview, question prevailing ideas, consider new variables in that changing climate, and discard tactics once thought brilliant but no longer work. These are the abilities they will need to be effective PR professionals.
Through the classes, students will explore the evolution of the media, the convergence of media today, and the effects of media on audiences. They will learn how earned, owned, and paid media play together.
As well as practising tactics such as releases, interviews, kits, plans, campaigns relationship building, students will learn how to become credible sources of information and strategic advisors.
Previous projects include: Developing a strategic plan for community engagement for Fanshawe Pioneer Village's 60th Anniversary; Ontario-Quebec Tour; Creating effective tools/strategies to disseminate information and communication throughout Participation House that relate to all different generations within the organization.
Synthesize the various skills you'’ve learned so far in this program by developing and/or implementing a “real world” marketing project in conjunction with a local “Client” organization. Work as a multi-disciplinary team with your classmates, similar to a marketing agency or department. Develop and monitor your own project plan, prepare a marketing plan, do your research, budget and measure ROI.
Previous projects include: Completing a best practice study on newsletters for Pillar Nonprofit Network to increase readership and meet the needs of the new membership structure.
Under our Global Experience portfolio, you will find more information regarding International CEL Courses and Faculty-led Study Abroad programs. Learn more