Current Partnership Opportunities
|Course Title||INF2173H – Information Professional Practicum I|
INF2273H – Information Professional Practicum II
|Timing||January to April 2024. |
The deadline to submit for Winter 2024 will be the first week of January 2024.
|Course Description||Master of Information students from each concentration (including Library Information Science, Archives and Records Management, Human Centered Data Science, Information System Design and UX Design) enrolled in this innovative multi-disciplinary program explore information and knowledge management in all its breadth, depth and richness. These students are the next generation of valued professionals, able to lead the progression of information design, organization, storage, access and retrieval, dissemination, preservation, conservation and management.|
This practicum course is flexible to your project needs. You can engage one student for a specific project or bring in a group of 2-3 to function as consultants for your organization
|Student Contributions to the Community/Organization||Project hours are 105 over the semester. Student can work individually or in small groups (this is up to the organization and project scope).|
|Student Skills and Experience||Students bring professional level skills across a variety of Master of Information concentrations. Sample skills include: archival theory, technology migration management, records analysis, UX assessment, app design, wire framing, digital policies, user research, user testing, data visualization, data analysis, data story telling, information policy, data modelling, process automation, information systems platform design|
|Student Goals for Learning||Application of information and knowledge management in real world settings. This will be unique for each concentration. For example a student in UXD would be eager to apply design thinking principals to a project.|
|Contact Information||Cat McCormick: email@example.com|
|Course Title||CSCC01 – Introduction to Software Engineering|
|Timing||January – April 2024.|
Students are expected to start their community engagement around January 15 and finish around April 1. It would be much appreciated if the community partners could offer feedback on the completed projects by the beginning of April.
|Course Description||Introduction to software development methodologies with an emphasis on agile development methods appropriate for rapidly-moving projects. Basic software development infrastructure; requirements elicitation and tracking; prototyping; basic project management; basic UML; introduction to software architecture; design patterns; testing.|
|Student Contributions to the Community/Organization||We are looking for up to 10 partners who would like to propose a software engineering problem to a class of students. The plan is to have students work in groups of 5 or 6 in the classroom on the problems presented. Multiple groups might be assigned to the same community partner. In such case, the different groups will be working on the same project and one session will be held for each of the contact points. Two contact points should be enough (to present the project and to address student inquiries later on).|
|Student Skills and Experience||Students taking the course are expected to have a solid understanding of software design principles and proficiency in programming across various languages and frameworks.|
|Student Goals for Learning||Ideally, through this community engagement experience, students will learn how to build real-life software projects (apps etc.) and interact with stakeholders.|
|Contact Information||Rawad Abou Assi: firstname.lastname@example.org|
|Course Title||BIOD29 – Pathobiology of Human Disease|
|Timing||This course runs in Winter 2024, with community engagement in March 2024.|
Interested partners will be asked to attend a 30-minute Zoom meeting with the course instructor in late November, to finalize project details. Partners will be matched to student groups by mid-to-late January. Final deliverables to partners in March 2024.
|Course Description||Advanced-level biology students will complete a project or work for your staff or clients of any age/background on a biology-related topic of your choice (we can provide some ideas for inspiration – for example, design a 1-2 hour workshop, communication materials, research briefs, etc.). Students’ work is overseen by the course instructor.|
|Student Contributions to the Community/Organization||This assignment requires a contact person at the organization to virtually meet & consult with a small group of students 2-3 times between mid-Jan and early March, before the final deliverable is presented to/for the partner or their clients, according to mutually agreed upon expectations, in March 2024.|
|Student Skills and Experience||Students are advanced-level undergraduates, ‘expert western-education learners’, with specialized knowledge in human biology topics. They are developing their science communication skills, and through this project, will be able to apply this specialized knowledge, while learning how to be a more holistic, well-rounded, science professional.|
|Student Goals for Learning||Students will build effective science communication skills, and apply principles in human biological sciences, specifically related to infectious disease transmission, to a real-world setting in service of community needs and priorities. Ideally, students will better understand how these principles apply to various human health settings and diverse communities.|
|Contact Information||Aarthi Ashok: email@example.com|
|Course Title||MUCP/IMUCP – Multidisciplinary Urban Capstone Project / International Multidisciplinary Urban Capstone Project|
|Timing||September 2024 to March 2025|
Deadline to submit a SoN: Friday, March 29, 2024
|Course Description||This full-year academic course is open to undergraduate students in their final year from all U of T faculties, departments and campuses. Students are placed in multidisciplinary teams and matched with a community partner that has identified an existing urban challenge that they would like the students to consult on. Over the course of the academic year, teams research, propose, and ultimately prototype an intervention to address the challenge.|
|Student Contributions to the Community/Organization||Students are placed in multidisciplinary groups of 3-5 students. The students are to work on the project for approximately 10 hours per week for 26 weeks and attend the capstone workshops.|
|Student Skills and Experience||Students come from all faculties and departments and all campuses and are placed in a multidisciplinary team to tackle the problem. We ask that the students approach the problem from the perspective of their area of expertise – i.e. an architecture student will be asked to approach the problem from an architect’s perspective, and a music student should look at it through a creative lens, etc.|
The community partner is expected to dedicate approximately 1-2 hours per week from September to March to support the team and the project. This support includes timely access to any data essential for completing the project, but the specific details and scope of the project are discussed in an initial meeting in September with the student team, faculty supervisor and appropriate subject matter experts.
|Student Goals for Learning||The student experience will be different depending on which community partner the student is working with and what the nature of the problem that needs an intervention or solution is. The community partners are mostly NGOs and municipalities and the statements of need are real urban problems that the community partner is looking for solutions or interventions to address. The learning that students will gain varies by project and community partner, but students will learn about the issues the community partner is focused on and how to apply the results of their research to the problem.|
|Contact Information||Katherine Danks: firstname.lastname@example.org|
|Course Title||CTLB03 – Introduction to Community-Engaged Learning|
|Timing||The course runs once in Fall 2024, and again (with a different group of students) in Winter 2025.|
Community engagement occurs September to November 2024, and again with different students in January to March 2025.
Community partners are strongly encouraged to post roles for both Fall 2024 and Winter 2025 by mid-June, as the opportunities available will encourage more students to enroll. Matching students to partner organizations typically occurs late July.
|Course Description||In this UTSC experiential learning course, students apply their discipline-specific academic knowledge as they learn from and engage with communities. Students provide, and gain, unique perspectives and insights as they interact with community partners. Through class discussions, workshops and assignments, students also develop transferable life skills such as interpersonal communication, professionalism and self-reflection that support their learning experiences and help them connect theory and practice.|
|Student Contributions to the Community/Organization||Placements: 50-70 hours, unpaid. Students meet weekly with an instructor while completing a project of the partner’s design. Students can come from ANY academic discipline.|
Students in this course generally are from the U of T Scarborough campus, and therefore may live in the eastern GTA and Durham region. Travel for in-person placements may need to be a consideration, however hybrid and online engagements are also possible.
|Student Skills and Experience||Students in this course come from any academic discipline, so may bring skills from a number of different fields of knowledge and practice.|
|Student Goals for Learning||Students will work on meaningful projects, with some degree of challenge, which allow them to apply their discipline-specific knowledge in service of the community organization and their stakeholders.|
|Contact Information||Kamini Persaud: email@example.com|
|Course Title||MED200H, MED210H, MED220H, LONCOMP2 – Integrated Clinical Experience: Health in Community 2|
|Timing||September 2024 – May 2025|
Total of 10 CBSL Field Experiences and 2 Co-facilitated tutorials
Deadline for partnership applications: early June 2024
Confirm the partnership in students’ learning, any on-boarding process of the organization that is required for our students, name of the supervisor who will be working directly with students, and location of your organization.
|Course Description||In year 2, students are connected with a community organization (through their tutor and tutorial group) where they will engage in meaningful work, while answering questions connected to topics in community health, the role of medicine, and the role of the physician in society. As part of ICE: HC, students complete Community-Based Service-Learning (CBSL) placements at partner organizations. Community organizations act as co-educators with faculty (family physicians and allied health professionals) in a continuous partnership. The CBSL placement invites students to participate, observe, contribute, and learn about advocacy through sustained, hands-on involvement with their community partner’s organization. Community co-educators work with physician and interprofessional health faculty to co-facilitate 2 tutorial sessions that explore topics and themes connected to community development and community health. The student experiences are intended to inform their interactions with patients and to encourage them to consider equity, diversity, and culturally safe choices in their future practice.|
|Student Contributions to the Community/Organization||Between September and May, a small group of 3-4 medical students will spend 10 Thursday afternoons participating, observing, and/or working with you on an initiative that contributes to the goals of your organization and provides advocacy for the community that you serve. In addition to participating in work already happening at your organization, students will contribute to a deliverable that is determined by the needs of your organization.|
|Student Skills and Experience||Second year medical students will bring their strengths, skills and interests.|
|Student Goals for Learning||Students will participate, observe, contribute and learn about advocacy through sustained, hands-on involvement with their community partner’s organization.|
|Contact Information||Yasmin Shariff: firstname.lastname@example.org.|