Collaborative Educational PolicyProgram

Program Director
Professor Nina Bascia

Collaborative Educational Policy Program

The Collaborative Educational Policy (CEPP) at the Ontario Institute for Studies in Education/University of Toronto serves students interested in educational policy development and implementation, with particular emphasis on improving educational process. CEPP provides students with exposure to cross-field and cross- disciplinary approaches to educational problem framing and problem solving to broaden the possibilities for innovative and effective policy analysis.

What the CEPP Offers

• the multidisciplinary perspective of 7 collaborating “home” programs: Adult Education and Community Development; Curriculum Studies and Teacher Development; Developmental Psychology and Education; Educational Administration; Higher Education; Second Language Education; and Sociology in Education.
• the following notation on the students' transcripts: "Completed the Collaborative Educational Policy Program," if CEPP completed
• the graduate course TPS3045 “Policy and Program Evaluation” and once-monthly seminars on a wide range of topics related to educational policy
• formal recognition of completion of requirements
• access to educators and researchers with policy expertise across OISE, University of Toronto, and other educational institutions, publications and cross-specialization research initiatives

Eligibility

The CEPP is only open to students enrolled in these programs:
• MA, MEd, EdD and PhD, in the Educational Administration program, in the Department of Leadership, Higher and Adult Education
• MA, MEd, EdD and PhD, in Higher Education program, in the Department of Leadership, Higher and Adult Education
• MA, MEd and PhD, in the Adult Education and Community Development program, in the Department of Leadership, Higher and Adult Education
• MA, MEd and PhD, in the Curriculum Studies and Teacher Development program, in the Department of Curriculum, Teaching and Learning
• MA, MEd and PhD, in the Developmental Psychology and Education program, in the Department of Applied Psychology and Human Development
• MA and MEd, in the History and Philosophy of Education program, in the Department of Humanities, Social Sciences and Social Justice in Education
• MA, MEd and PhD, in the Second Language Education program, in the Department of Curriculum, Teaching and Learning
• MA, MEd, EdD and PhD, in the Sociology in Education program, in the Department of Humanities, Social Sciences and Social Justice in Education

Admission Requirements

Master’s Level
Students interested in participating in CEPP at the master’s level must apply to and be accepted by both their “home” program and the Collaborative Educational Policy. Students who know they are interested in CEPP at the time of their initial application to their home graduate program will indicate this on their application and indicate to referees that their letters of support will be used in application for both the home program and the Collaborative Educational Policy Program.

In addition to corresponding to all home program requirements, the application statement of intent should include:
• Relevant personal and/or professional experiences, a career plan, motivation in seeking admission to CEPP
• An indication of specific courses of interest
• (For thesis students) A brief outline of possible areas of interest
• (For thesis students) Indication of preference of supervisor

Doctoral Level
Students interested in participating in CEPP at the doctoral level must apply to and be accepted by both their “home” program and the Collaborative Educational Policy. Students who know they are interested in CEPP at the time of their initial application to their home graduate program will indicate this on their application and indicate to referees that their letters of support will be used in application for both the home program and the Collaborative Educational Policy Program.

In addition to corresponding to all home program requirements, the application statement of intent should include:
• Relevant personal and/or professional experiences, a career plan, motivation in seeking admission to CEPP
• An indication of specific courses of interest
• A brief outline of possible areas of interest
• Indication of preference of supervisor

Students who develop an interest in admission to the Collaborative Educational Policy Program after they have been admitted to their home program may also apply during their course of study. Requests from already enrolled applicants will be considered once a year at the same time as initial admission files are reviewed.

Courses

All master’s students in CEPP will:

• Take the following core half-course: TPS3045: Policy and Program Evaluation
Synopsis: This course helps students develop a working knowledge of educational policy processes, emphasizing implementation and consequences, toward a comprehensive understanding of policy analysis and program evaluation in practical settings. While not a “how to” course, the curriculum emphasizes the challenges, choices and possibilities available to evaluators and analysts. Major topics include: problem definition; policy options; understanding policy processes at organization, system and individual actor levels; and the role of analysts and evaluators.
• Attend the Collaborative Educational Policy Program Seminar Series over two consecutive sessions. CEPP Seminars occur once a month. Attendance is required.
• Take the remaining courses for the fulfillment of the degree requirements of the home program.
• Students enrolled in home programs requiring a master’s research project or thesis will be required to incorporate educational policy issues in their research; a member of the Collaborative Program core faculty will serve as supervisor or committee member.
• Students are encouraged but not required to enroll in an elective half course in the area of educational policy selected from the list of electives below.

Master’s level electives
AEC 1171H Aboriginal Education: Contemporary Policies & Programs
AEC 1189H Workplace Literacies: Theory, Policy and Practice
CTL 1816H Official Discourses and Minority Education
CTL 3000H Foundations of Bilingual & Multicultural Education
CTL 3008H Critical Pedagogy, Language & Cultural Diversity
CTL 3018H Language Planning & Policy
HDP 1211H Psychological Foundations of Early Development & Education
HDP 1241H Outcomes of Early Education & Child Care
HDP 1259H Child and Family Relationships – Implications for Education
SES 1902H Introduction to Sociological Methods in Education
SES 1903H Introduction to Sociological Theory in Education
SES 1912H Foucault & Research in Education
SES 1948H Sociology of Race & Ethnicity
SES 1951H School & Community
SES 1954H Marginality & the Politics of Resistance
SES 2942H Education & Work
TPS 1018H Political Skill in Educational Arena
TPS 1020H Teachers and Educational Change
TPS 1045H Language Policy Across the Curriculum
TPS 1428H Immigration and the History of Canadian Education
TPS 1429H Ethnicity and the History of Canadian Education

All doctoral students in CEPP will:

• Take the following core half-course: TPS3045: Policy and Program Evaluation, if not already taken.
Synopsis: This course helps students develop a working knowledge of educational policy processes, emphasizing implementation and consequences, toward a comprehensive understanding of policy analysis and program evaluation in practical settings. While not a “how to” course, the curriculum emphasizes the challenges, choices and possibilities available to evaluators and analysts. Major topics include: problem definition; policy options; understanding policy processes at organization, system and individual actor levels; and the role of analysts and evaluators.
• Take the core half course: TPS3145 Advanced issues in Educational Policy Analyses and Program Evaluation, if not arealdy taken.
• Attend the Collaborative Educational Policy Program Seminar Series over two consecutive sessions. CEPP Seminars occur once a month. Attendance is required.
• Students are encouraged, but not required to enroll in an elective half course in the area of educational policy selected from the list of electives below.
• Take the remaining courses for the fulfillment of the degree requirements of the home program.
• Students enrolled in home programs will be required to complete a thesis which incorporates educational policy issues. A member of the Collaborative Program core faculty will serve as supervisor or committee member.

Doctoral level electives:
AEC3113H Adult Education and Public Policy
AEC 3180H Global Governance and Educational Change: the Politics of International Cooperation in Education
CTL3000H Foundations of Bilingual and Multicultural Education
CTL3008H Critical Pedagogy, Language and Cultural Diversity
CTL3018H Language Planning and Policy
SES2941H Social Inequality in Education
SES2942H Education and Work
SES2999HY Aboriginal Peoples and Citizenship
SES 3943H Sociology of State Formation and Geneaologies of Government
JSA5147H Language, Nationalism and Postnationalism
TPS3018H Governing Education: A seminar on Politics
TPS3020H Educational Change in the Post-Modern Age

Program Requirements

All students enrolled in the collaborative program must complete the requirements of the Collaborative Program, in addition to those requirements for the degree program in their home graduate unit. The required half-course for CEPP may also be counted as an elective in students’ home programs. The CEPP Committee is responsible for certifying the completion of the collaborative program requirements. The home graduate unit is solely responsible for the approval of the student’s home degree requirements.

Affiliated Faculty

Curriculum, Teaching and Learning: Curriculum Studies and Teacher Development (CSTD) & Second Language Education (SLE)
Kathy Bickmore (CSTD)
Alister Cumming (SLE)
Jim Cummins (SLE)
Diane Gerin-Lajoie (CSTD)
Eunice Jang (CSTD)
Harold Troper

Applied Psychology and Human Development
Carl Corter
Esther Geva
Katreena Scott

Humanities, Social Sciences, and Social Justice Education (HSSSJE)
Kari Dehli
Diane Farmer

Leadership, Higher and Adult Education (LHAE)
Nina Bascia (EA)
Ruth Childs (EA/HE)
Joseph Flessa (EA)
Reva Joshee (EA)
Dan Lang (HE)
Ben Levin (EA)
Jamie-Lynn Magnusson (AECD)
Blair Mascall (EA)
John Portelli (EA)
Shahrzad Mojab (AECD)
Karen Mundy (AECD)
Peter Sawchuk (AECD)