Faculty of Arts & Science 2015-2016 Calendar

New College

• African Studies Specialist | African Studies Major | African Studies Minor
• Buddhism, Psychology and Mental Health Minor
• Caribbean Studies Specialist | Caribbean Studies Major | Caribbean Studies Minor
• Equity Studies Major | Equity Studies Minor
• New College Courses

Faculty

New College courses have in common a commitment to be explorative and inventive and to widen students’ experience by critically examining relationships among academic disciplines. These courses take their place within our various Specialist, Major and Minor programs. These programs are open to all students in the University.

Integration of student experience is a major priority in a college with students from all faculties in the University. The Independent Studies courses provide an opportunity for students to design their own programs and to test their research, analytic, synthetic, and creative skills by writing a thesis.  The Community Engaged Learning program supports course-based service learning and independent community engaged learning opportunities. These allow students to integrate their theoretical knowledge with practical experience, while engaging in meaningful work in campus and community organizations.

Contact:

Program Secretary’s Office:
New College, Room 133 (416-978-5404 or nc.programs@utoronto.ca)

New One:
newone.applications@utoronto.ca

Registrar’s Office:
New College, Room 107 (416-978-2460)

New One:  Learning Without Borders

We are connected in our daily lives to other people, places and communities, locally and across borders, by things we tend to take for granted - food, language, digital technology and community.  But just as they connect us, these familiar elements of our lives also divide us, disadvantaging some while privileging others.

New One gives students the tools to think deeply, critically, and creatively about these four topics and what they can teach us about the ways our lives are connected "beyond borders."  Inspired by the social advocacy focus of New College's academic programs, the program grapples with the core question:  how do we imagine responsible global citizenship and build a more equitable and just society?

New One offers eight interdisciplinary small-class seminars.  In the first semester, students accepted into the program select one out of four half-credit courses that introduce key concepts and analytic frameworks in the scholarly study of food, language, digital technology or art and community.  In the second semester, four half courses provide opportunities for students to deepen their understanding of contemporary issues that arise within each of the four course topics.  Students may select any one of the four second semester courses, either continuing the same theme from first semester or exploring a new course topic.

New One courses meet for 3 hours each week.  A portion of those sessions will occasionally be allocated to "Learning Labs."  All students in the program come together in these Learning Labs to engage in joint activities and explore issues that are common to the four topics.  Both in seminars and Learning Labs, students will experience a variety of ways of learning (through, for example, guest lectures, group work, workshops, field trips to local community organizations, and panels of senior students sharing their experience and insights).

New One provides first year students with a comprehensive foundation for successful undergraduate study.  It encourages active, engaged learning and creative forms of inquiry, and supports students in developing their research, writing and oral communication abilities.  In the second semester particularly, students will practice and develop skills in research and knowledge presentation, showcasing their projects at the annual end-of-year "Knowledge Fair."

New One requires a specific application.  All first-year students in the Faculty of Arts and Science on the St. George campus are eligible for admission.  Students can apply to more than one College One program; they can accept admission to only one program.  For more information about the program, application process and criteria of selection, go to http://www.newcollege.utoronto.ca/academics/new-college-academic-programs/newone-learning-without-borders/

The African Studies Program

(Specialist, Major, Minor) How has the evolution of societies on the African continent been integral to universal human history?  What factors, in the past and in our time, account for similarities and differences among African societies?  How are patterns and challenges of development in African societies shaped by their location within the global political economy?  How do representations of Africa in popular media influence our knowledge of African societies?  What are the ethical dilemmas of the various ways in which we engage with African societies?  African Studies provides students opportunities to study the complexity and dynamism of African societies through interdisciplinary lenses.  Cutting across disciplines, the program offers a path to exploring how the organization of African societies has and continues to be shaped by the complex interaction of global and regionally-specific forces and processes.  The curriculum has three areas of emphasis:  dynamics and challenges of socio-economic and political transformations in Africa's "modern era"; social and political thought of Africa and its diasporas in Europe, North America and elsehere; and African popular cultures.

The Buddhism, Psychology and Mental Health Program

(Minor) An interdisciplinary Minor program, BPMH focuses on the growing convergence between western psychology and the psychological aspects of Buddhism as expressed in the recent interest in mindfulness meditation as a means of enhancing health and wellness.  The program allows students to investigate the diverse ways that Buddhist and western psychology and science intersect, bringing together academic, clinical and contemplative traditions.  Students choose from a wide range of courses on mind, consciousness, mindfulness meditation, social implications and applications of Buddhism, cognitive science, psychotherapy and the psychology of religion.  The program encourages a critical examination of the ways that Buddhist psychology can contribute to the modern understanding of consciousness, wisdom, mental health and physical health.

The Caribbean Studies Program

(Specialist, Major, Minor)  Caribbean Studies is an interdisciplinary undergraduate program that consists of courses on Caribbean history and society, politics and economic development, literature and thought.  Our courses deal with a wide range of issues including gender, religion, culture, ethnicity, race, development, language, colonialism, the environment and regional common markets.  Caribbean Studies equips students to think about broad, theoretical and challenging intellectual issues and, at the same time, to ground that expansive thinking in deep understanding of the particular historical, political, economic, geographical, cultural and linguistic realities of the Caribbean and its diasporas.  This combined interdisciplinary and area studies approach prepares students to think across disciplines about these kinds of questions, and to base their comparative, transnational and interdisciplinary thinking in concrete knowledge of the Caribbean and its people.  The study of the Caribbean equips students to question the order of things, reflect on their own place in the world, and see past the Caribbean's size or current level of geo-political influence to recognize the inherent value and intellectual significance of all places and all people.

The Equity Studies Program

(Major, Minor) How do we think about social justice in an increasingly globalized world?  Equity Studies is an interdisciplinary undergraduate program that focuses on social justice theories and practices in a variety of local and global contexts.  Cutting across a spectrum of academic disciplines, the program brings together scholarship, community work and activism in a unique approach to undergraduate education that values student experiential learning.  Through engagement with theoretical and historical texts in equity, students are trained in postcolonial studies, transnational feminism, critical race theory, queer studies and other bodies of knowledge that have much to say about social justice.  Course offerings in disability studies, global food equity and social advocacy equip students with the skills to apply their academic learning to real-life situations.  By defining 'education' in the broadest sense, Equity Studies creates a dynamic learning environment that extends far beyond the university walls.  With a vibrant student body, a wide range of community partners and a bold curriculum, Equity Studies at New College is a leader in social justice education in Canada.

The Human Biology Programs

offer a broad education in life sciences with courses offered by departments in both the Faculties of Arts and Science, and Medicine (see Human Biology section of the Calendar.)

The International Foundation Program

is designed for international students who need to meet the University's English language requirement.  Students will acquire the academic and language skills necessary for full admission to undergraduate studies.  Core courses include one first year history credit course (IFP100Y1), three non-credit language courses and one non-credit discipline-specific course.  For program and admission information, please see http://www.ifp.utoronto.ca.

The Paradigms and Archetypes Program

(Minor) provides opportunities for undergraduates in discipline-based programs to access, through a comparative analysis of primary sources, the structure and dynamics of “paradigms”: archetypal narratives, assumptions, myths, fantasies, analytical protocols and methodologies which govern the conduct of disciplines in every field and all cultures.

N.B. This program has been discontinued; students who are enrolled in the program as of September 2011 will be able to complete it.

The Women and Gender Studies Program

(Specialist, Major, Minor) provides an interdisciplinary and culturally inclusive approach to understanding gender (see Women and Gender Studies section of the Calendar.)

New College Programs

Consult Program Director, Prof. D. Eyoh, 416-978-8288. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(11 full courses or their equivalent, including at least four 300+ series courses with at least one FCE at the 400-level)

First Year:
1. NEW150Y1

Higher Years:
2. JQR360H1
3. NEW450Y1
3. 2.5 full course equivalents from Group A, to be chosen from at least two different departments/programs
4. Two full course equivalents from Group B
5. Two full course equivalents from Groups A or B
6. A combination of two language full course equivalents as outlined in Group C
Note: Four FCEs of the eleven courses must be 300/400 series (including at least one 400-series FCE) of which at least one FCE must be from Group A and another from Group B

Consult Program Director, Prof. D. Eyoh, 416-978-8288. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(6 full courses or their equivalent, including two FCEs at the 300+level)

First Year:
1.  NEW150Y1

Higher Years:
2. JQR360H1
3. NEW450Y1
4. 1.5 full course equivalents from Group A
5. Two full course equivalents from Group B, or NEW280Y1 and NEW380Y1
Note: At least two full course equivalents from Groups A and/or B must be at the 300/400 level

Consult Program Director, Prof. D. Eyoh, 416-978-8288. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(4 full courses or their equivalent, including one FCE at the 300+level)

First Year:
1.  NEW150Y1

Higher Years:
2. One full course equivalent from Group A
3. One full course equivalent from Group B, or another one from Group A
4. One full course equivalent from Group B or NEW280Y1, NEW281Y1 or NEW380Y1
Note: At least one full course equivalent must be a 300/400 series course from Groups A and/or B

Group A (Courses that deal exclusively with Africa. These include but are not limited to the following):
ENG367H1; FCS392H1; HIS295Y1, HIS297Y1, HIS381H1, HIS382H1, HIS394H1, HIS481H1; JNH350H1; JQR360H1; NEW250Y1, NEW322H1, NEW351Y1, NEW352H1, NEW353H1, NEW358H1, NEW359H1, NEW450Y1, NEW451H1, NEW452H1, NEW453Y1; POL301Y1, POL488Y1, POL489H1; SMC209H1; an independent studies course approved by the Program Committee

Group B (Courses that deal with Africa and/or one or more of its diaspora. These include but are not limited to the following):
ANT204H1, ANT345H1, ANT348H1, ANT364H1, ANT374H1, ANT452H1; ARC233H1; CIN332Y1, CIN372Y1; DTS200Y1, DTS401H1, DTS402H1; ECO230Y1, ECO324Y1; ENG270Y1, ENG359H1, ENG366H1, ENG370H1; ENV221H1, ENV333H1; FOR201H1; FRE332H1, FRE334H1, FRE336H1; GGR338H1, GGR419H1; HAJ453H1; HIS106Y1, HIS294Y1, HIS305H1, HIS359H1, HIS360H1, HIS370H1, HIS413H1, HIS446H1, HIS456Y1, HIS476H1, HIS478H1, HIS487H1; HMB202H1, HMB203H1, HMB303H1, HMB323H1, HMB433H1, HMB443H1; JPR374H1; NFS490H1; NMC285H1, NMC286H1, NMC343H1, NMC344H1, NMC362Y1, NMC365Y1, NMC374H1, NMC376H1, NMC377Y1, NMC378H1, NMC381H1, NMC393H1; NEW222Y1, NEW224Y1, NEW324H1, NEW325H1; PHL336H1, PHL380H1; POL201Y1, POL417Y1, POL447H1, POL479H1, POL482H1; RLG203Y1, RLG204Y1, RLG241Y1, RLG321H1, RLG333H1, RLG351H1, RLG355H1; SDS355H1; SOC210H1; WGS369H1, WGS380H1, WGS440H1, WGS463H1

Group C:
(NEW280Y1, NEW380Y1)/(FSL221Y1, FSL321Y1/ FSL421Y1)/(NML110Y1, NML210Y1)/(PRT100Y1/ PRT110Y1, PRT220Y1); or two courses in a major African language approved by the Program Committee

Consult Program Director, Dr. T. Toneatto, 45 Willcocks St., room M-135, 416-946-0282/416-875-2533 or tony.toneatto@utoronto.ca. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(4 full courses or their equivalent, including one FCE at the 300+level)

First Year:
No specific first-year courses required.

Higher Years:
1. NEW232Y1
2. 1.5 full course equivalents from NEW214H1, NEW214Y1, NEW332H1, NEW333H1, NEW334H1, NEW335H1, NEW339H1, NEW438H1
3. 1.5 full course equivalents from: ANT100Y1, ANT204H1, ANT348H1, ANT356H1; COG250Y1, COG341H1, COG342H1; EAS346H1, EAS361H1, EAS393H1, EAS393Y1, EAS414H1; FAH260H1; HPS100H1, HPS110H1, HPS200H1, HPS250H1, HPS326H1 HPS352H1; NEW214H1, NEW214Y1, NEW302Y1, NEW303H1, NEW332H1, NEW333H1, NEW335H1, NEW336H1, NEW339H1, NEW432H1, NEW433H1, NEW438H1; PHL100Y1, PHL200Y1, PHL201H1, PHL217H1, PHL232H1, PHL235H1, PHL237H1, PHL240H1, PHL244H1, PHL275H1, PHL281H1, PHL302H1, PHL310H1, PHL311H1, PHL319H1, PHL320H1, PHL326H1, PHL331H1, PHL332H1, PHL335H1, PHL340H1, PHL341H1, PHL375H1, PHL376H1, PHL382H1, PHL383H1, PHL404H1, PHL405H1, PHL406H1, PHL407H1, PHL414H1, PHL415H1, PHL478H1; PSY100H1, PSY210H1, PSY220H1, PSY230H1, PSY240H1, PSY260H1, PSY270H1, PSY280H1, PSY311H1, PSY312H1, PSY313H1, PSY321H1, PSY326H1, PSY331H1, PSY333H1, PSY336H1, PSY337H1, PSY341H1, PSY342H1, PSY343H1, PSY370H1, PSY371H1, PSY414H1, PSY425H1, PSY426H1, PSY434H1, PSY435H1, PSY450H1, PSY473H1, PSY493H1; RLG200H1, RLG206Y1, RLG207Y1, RLG209H1, RLG210Y1, RLG211H1, RLG212H1, RLG213H1, RLG229H1, RLG231H1, RLG245H1, RLG246H1, RLG280Y1, RLG301H1, RLG303H1, RLG304H1, RLG366H1, RLG368H1, RLG372H1, RLG373H1, RLG375H1, RLG376H1, RLG377H1, RLG378H1, RLG379H1, RLG380H1, RLG421H1, RLG440H1, RLG463H1, RLG464H1, RLG465H1, RLG466H1, RLG467H1, RLG469Y1, RLG470H1; SOC101Y1, SOC212H1, SOC243H1, SOC248H1, SOC250Y1, SOC363H1, SOC448H1, SOC483Y1; VIC106H1

Consult Program Director, Prof. M. J. Newton, 416-978-4054. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(10 full courses or their equivalent, including at least four FCEs at the 300+ level, one FCE of which must be at the 400-level.)

First Year:
1.  NEW120Y1
Higher Years:
2.  One of HIS294Y1/NEW222Y1/NEW224Y1
3.  JQR360H1
4.  3.5 full courses or their equivalent from the Core Group (including at least 2.5 FCE at the 300+ level, at least 1.0 FCE of which must be at the 400-level)
5.  2.0 full courses or their equivalent from Group A (including at least 1.0 FCE at the 300+ level)
6.  2.0 full courses or their equivalent from Group A or B

Consult Program Director, Prof. M. J. Newton, 416-978-4054. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(7 full courses or their equivalent including at least two FCEs at the 300+level, 0.5 of which must be at the 400-level)

First Year:
1. NEW120Y1
Higher Years:
2. One of HIS294Y1/NEW222Y1/NEW224Y1
3. JQR360H1
4. 2.0 full courses or their equivalent from the Core Group at the 300+ level, at least 0.5 of which must be at the 400-level
5. 2.5 full courses or their equivalent from Group A or B OR 1.5 full courses or their equivalent if taking two of HIS294Y1/NEW222Y1/NEW224Y1

Consult Program Director, Prof. M. J. Newton, 416-978-4054. For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(4 full courses or their equivalent including at least 1.0 FCE at the 300+level)

First Year:
1.  NEW120Y1
Higher Years
2.  One of HIS294Y1/NEW222Y1/NEW224Y1
3.  1.0 full course or its equivalent from the Core Group
4.  1.0 full course or its equivalent from the Core Group or Group A

Core Group:
HIS294Y1, HIS474H1; JHN323H1; JLN327H1, JLN427H1; NEW222Y1, NEW224Y1, NEW320H1, NEW321H1, NEW324H1, NEW325H1, NEW328H1, NEW329H1, NEW421H1, NEW423H1, NEW424Y1, NEW426H1, NEW426Y1, NEW428H1, NEW429H1; SPA486H1

Group A:
ENG359H1, ENG366H1, ENG369H1; HIS106Y1, HIS292H1, HIS305H1, HIS312H1, HIS359H1, HIS360H1, HIS413H1, HIS446H1, HIS474H1; SPA220Y1, SPA487H1, WGS375H1, WGS380H1, WGS445H1, WGS450H1

Group B:
ABS201Y1, ABS250H1, ABS300Y1, ABS302H1, ABS322H1, ABS355H1, ABS390H1, ABS402H1, ABS491Y1; ANT316H1, ANT322H1, ANT324H1, ANT345H1, ANT346H1, ANT364H1, ANT370H1, ANT372H1, ANT374H1, ANT412H1, ANT420H1, ANT427H1, ANT451H1, ANT452H1, ANT469H1; ARC233H1; CIN332Y1; CRI383H1, CRI487H1; DRM362H1; DTS200Y1, DTS401H1, DTS402H1, DTS403H1; EEB215H1, EEB255H1; ECO303Y1; ENG270Y1, ENG285H1, ENG370H1; ENV322H1, ENV422H1; FOR201H1, FOR306H1; FRE240H1, FRE324H1, FRE332H1, FRE336H1; GGR240H1, GGR338H1; HAJ453H1; HIS301H1, HIS390Y1; JPA462H1; JPR374H1; JPU315H1; LAS200H1, LAS201H1; NEW150Y1, NEW240Y1, NEW270H1, NEW322H1, NEW351Y1, NEW359H1; PHL316H1, PHL362H1; POL201Y1, POL305Y1, POL326Y1, POL343Y1, POL349H1, POL417Y1, POL424H1, POL429H1, POL445H1, POL447H1, POL482H1; RLG100Y1, RLG233H1, RLG243H1, RLG280Y1; SOC336H1, SOC383H1; UNI335H1; WGS273H1, WGS369H1, WGS385H1, WGS426H1, WGS440H1, WGS450H1, WGS463H1

Note:  Students are responsible for checking the co- and prerequisites for HIS474H1, SPA486H1, and all courses in Group A and B.  Courses listed in the current academic calendar that include significant Caribbean content but are not listed in Group A or B may be considered, in consultation with the Caribbean Studies Program Director.

Consult Program Co-ordinator, Dr. J. Larkin, 416-978-8282. For general inquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(7 full courses or their equivalent, including two FCEs at the 300+level)

First Year:
No specific first-year courses required.
Higher Years
1.    NEW240Y1
2.    NEW341H1
3.    JQR360H1
4.    1.5 additional full course equivalents from the core group, including at least 0.5 at the 400-level
5.    3.5 FCEs from Groups A, B, C, D (including one or more FCEs from at least three of the four groups)

Consult Program Co-ordinator, Dr. J. Larkin, 416-978-8282.  For general inquiries, call 416-978-5404 or email nc.programs@utoronto.ca.

(4 full courses or their equivalent, including at least one FCE at the 300+ level)

First Year:
No specific first-year courses required.
Higher Years:
1.  NEW240Y1
2.  One FCE in any area from the core group
3.  One additional FCE in any area from the core group or one FCE from Groups A, B, C, D.
4.  An additional FCE from Groups A, B, C, D.

Although students may select from any of the core courses to fulfill the additional core group requirement, those who wish to focus on a specific area of emphasis can choose from the following series of course offerings:
Core Group:
Disability Studies: NEW241Y1, NEW270H1, NEW344H1, NEW349H1, NEW448H1, NEW449H1;
Global Food Equity: NEW270H1, NEW342H1, NEW442H1;
Social Advocacy:  NEW270H1, NEW345H1, NEW346H1, NEW347H1, NEW444H1, NEW445H1, NEW446H1, NEW447H1
Special Topics:  NEW348H1, NEW441H1

Group A: Gender    
ANT343H1, ANT460H1; CAS360H1; CLA219H1, CLA319H1; ENG307H1, ENG355H1; FRE304H1; GGR320H1, GGR327H1; HIS202H1, HIS205H1, HIS306H1, HIS348H1, HIS354H1, HIS363H1, HIS406H1, HIS431H1, HIS446H1, HIS448H1, HIS465Y1, HIS481H1, HIS486H1; ITA455H1; JAL355H1; JNV300H1; JPP343H1; NEW325H1; NMC284H1, NMC484H1; PHL367H1; POL351H1, POL432H1, POL450H1; PSY323H1; RLG235H1, RLG313H1; SLA248H1; SMC322H1; SOC265H1, SOC314H1, SOC366H1, SOC383H1, SOC465H1; SPA382H1, VIC341H1, VIC342H1, VIC343Y1; WGS160Y1, WGS260H1, WGS271Y1, WGS273H1, WGS366H1, WGS367H1, WGS372H1, WGS373H1

Group B: Race, Creed, Ethnicity
ABS261H1; ANT204H1, ANT351H1, ANT458H1; ARC234H1; CAS310H1; EAS497H1; ENG270Y1, ENG355H1, ENG359H1, ENG366H1, ENG367H1, ENG368H1, ENG369H1, ENG370H1, ENG375H1; FIN320H1; FRE336H1, HIS107Y1, HIS208Y1, HIS282Y1, HIS284Y1, HIS294Y1, HIS297Y1, HIS303H1, HIS305H1, HIS312H1, HIS338H1, HIS359H1, HIS360H1, HIS370H1, HIS384H1, HIS391Y1, HIS392Y1, HIS402H1, HIS412Y1, HIS413H1, HIS416H1, HIS456Y1, HIS467H1, HIS470H1, HIS474H1, HIS476H1; JPA308H1, JPA354H1; LAS301H1, LAS302H1; NEW150Y1, NEW224Y1, NEW250Y1, NEW322H1, NEW324H1, NEW351Y1, NEW352H1, NEW359H1, NEW424Y1, NEW426H1, NEW426Y1, NEW452H1, NEW453Y1; NMC484H1; POL301Y1, POL321Y1, POL424H1, POL467H1; PRT255H1; RLG220H1, RLG243H1, RLG313H1, RLG315H1, RLG344H1, RLG352H1; SLA222H1; SOC210H1, SOC336H1; SPA486H1; UNI307H1, UNI335H1

Group C: Sexual Diversities
ANT441H1, ANT456H1; ENG273Y1, ENG384Y1; JPU315H1; PHL243H1; SDS255H1, SDS256H1, SDS345H1, SDS346H1, SDS354H1, SDS355H1, SDS365H1, SDS375H1, SDS377H1, SDS378H1, SDS379H1, SDS455H1, SDS470H1, SDS475H1, SDS477H1; SOC410H1; UNI104Y1, UNI325H1; WGS374H1, WGS376H1

Group D: General Equity
ABS201Y1, ABS240Y1, ABS250H1, ABS300Y1, ABS301Y1, ABS302H1, ABS303Y0, ABS322H1, ABS341H1, ABS350H1, ABS351Y1, ABS353H1, ABS360H1, ABS402H1, ABS403H1, ABS405H1; ANT204H1, ANT324H1, ANT329H1, ANT348H1, ANT358H1, ANT364H1, ANT366H1, ANT427H1, ANT452H1, ANT472H1; ARC233H1; CRI487H1; DTS200Y1, DTS401H1, DTS402H1; EAS439H1, EAS462H1; ECO332H1, ECO339Y1, ECO369H1; ENG254Y1; FAH457H1; GGR112H1, GGR216H1, GGR241H1, GGR321H1, GGR328H1, GGR329H1, GGR338H1, GGR339H1, GGR363H1, GGR418H1, GGR419H1, GGR452H1, GGR457H1; HAJ453H1; HIS106Y1, HIS313H1, HIS323H1, HIS366H1, HIS369H1, HIS375H1, HIS424H1, HIS459H1, HIS472H1, HIS480H1, HIS489H1; HMB203H1, HMB303H1, HMB443H1; HPS324H1; JFP450H1, JGI216H1; JNH350H1; JPA354H1; JSU237H1; JSV202H1; NEW214H1; PHL273H1, PHL281H1, PHL380H1, PHL383H1, PHL384H1; POL201Y1, POL344H1, POL412H1, POL421H1, POL439H1, POL480H1; PRT351H1;  RLG317H1; SAS318H1; SOC102H1, SOC220H1, SOC301Y1, SOC309Y1, SOC355H1, SOC363H1, SOC364H1, SOC367H1, SOC453H1, SOC479H1; UNI101Y1, UNI267H1, UNI330H1, UNI367H1, UNI411H1; VIC185H1

Note: students are responsible for checking the co- and prerequisites for all courses in Groups A,B,C, and D

See Human Biology

See Women & Gender Studies

Note:  This program has been discontinued; students enrolled as of September 2011 will be allowed to complete it.

For general enquiries call 416-978-5404 or email nc.programs@utoronto.ca.

(4 full courses or their equivalent, including one at the 300+level)

1. NEW209Y1
2. NEW301Y1/NEW304Y1
3. One full course equivalent from NEW232Y1, NEW301Y1 (if not chosen in 2 above), NEW302Y1, NEW303H1, NEW304Y1 (if not chosen in 2 above), NEW306H1, NEW308H1, NEW402Y1, NEW403H1
4. One full course equivalent from ABS300Y1; HPS201H1, HPS202H1, HPS210H1, HPS211H1, HPS250H1; NEW332H1, NEW333H1, NEW344Y1; NMC101H1, NMC102H1; RLG200H1, RLG204Y1, RLG205Y1, RLG206Y1, RLG211Y1, RLG231H1; any NEW courses listed in 3 above.

New College Courses

The following courses are restricted to students enrolled in New One:  Learning Without Borders

Exploring key themes and different kinds of knowledge implied by the notion of "learning without borders", this interdisciplinary course looks at food as a system that impacts every element of life.  It makes connections with other New One topics, links students' own food choices to global forces, and considers what global citizenship might mean in the context of food.

Exploring key themes and different kinds of knowledge implied by the notion of "learning without borders", this interdisciplinary course looks at the place of language in connecting and dividing people, places and communities.  Defining language broadly, it makes connections with other New One topics, and explores students' own language experience in relation to global forces.

Exploring key themes and different kinds of knowledge implied by the notion of "learning without borders", this interdisciplinary course considers how digital technology connects us to others around the globe, shaping how we live, think, see, relate and imagine in the world.  It makes connections with other New One topics, and engages students' own experience of digital technology.

Exploring key themes and different kinds of knowledge implied by the notion of "learning without borders", this interdisciplinary course explores the concepts of home and belonging and how art is involved in creating a sense of community.  It makes connections with other New One topics, and engages students in their own social interactive artistic practice.

What is at stake in achieving ethical food production, access to nutritious and environmentally sustainable food, and global food security?  Building on integrated learning from any New One I course, this course engages more deeply with such questions, along with community-led alternatives to dominant food systems, animal rights, biotechnology, and health and wellness.

Building on the integrated learning from any New One I course, this course considers various language issues that arise as people migrate around the globe, including the relationship of language and culture, the question of language preservation, the politics of minority and global languages, language policy and norms, disability and diverse ways of communicating.

Building on the integrated learning from any New One I course, this course explores the historical development and social implications of digital technology including such questions as the effects of increased surveillance on notions of privacy, open access and control over knowledge, new media and social activism, and the potential of media arts, biometrics and digitizing healthcare.

Building on the integrated learning from any New One I course, through various art forms and research tools such as mapping, walking, and listening, this course explores the layered historical, cultural, and social landscapes of the city, including processes of inclusion and exclusion, as well as ways in which art might intervene to effect positive social change.

The 199Y1 and 199H1 seminars are designed to provide the opportunity to work closely with an instructor in a class of no more than twenty-four students. These interactive seminars are intended to stimulate the students’ curiosity and provide an opportunity to get to know a member of the professorial staff in a seminar environment during the first year of study. Details can be found at www.artsci.utoronto.ca/current/course/fyh-1/.

Students will learn strategies for improving high-level reading comprehension, listening to lectures with full understanding, and giving successful oral presentations. A series of short writing assignments will develop and apply skills in grammar, vocabulary-building, critical thinking and research. Suitable for humanities, social science and science students. This course has no credit value: it does not count toward degree requirements. For information, see http://www.artsci.utoronto.ca/current/advising/ell/. Not eligible for CR/NCR option.

Surveys the development of human societies from their origins to the present using examples from across the world.  Topics may include the environment, cultural development and interaction, the creation and nature of belief systems, political, economic and social structures, gender relations, and the relationship between global patterns and local developments.  Not eligible for CR/NCR option.

Surveys the development of human societies from their origins to the present.  Topics may include the environment, cultural development and interaction, the creation and nature of belief systems, political, economic and social structures, gender relations, and the relationship between global patterns and local development. Not eligible for CR/NCR option.

Surveys the development of human societies from their origins to the present.  Topics may include the environment, cultural development and interaction, the creation and nature of belief systems, political, economic and social structures, gender relations, and the relationship between global patterns and local development.

Examines issues in community-based organizing, partnerships and advocacy. Drawing on interdisciplinary theory, methodology and case studies, develops skills both to analyze the social, economic, political, ethical and cultural dimensions of working with communities and to critically evaluate organizing practices and strategic approaches in community engagement.

Examines the Canadian population census through the experience of diasporic groups in Canada. Approaches the census as a statistical tool, an historical source and an ideological project of citizenship and nationalism. Uses census data to explore mathematical and statistical concepts and to integrate numerical ways of thinking with qualitative analysis. (Jointly sponsored by African Studies, Diaspora and Transnational Studies, Caribbean Studies, Equity Studies and Latin American Studies).

Topics vary from year to hear depending on the instructor.

Impact of Jung's analytical psychology, critical methodology and interpretative practice on issues in religion, anthropology, art and literature, popular culture, gender studies and postmodernist critique. Theoretical studies include traditional Jungian and contemporary post-Jungian texts together with feminist and non-Jungian sources.

Current discussions of the hypotheses, starting with Freud's and Jung's hypotheses, especially Jung's collective unconscious; critical examination through retrospective analysis of the evolution and development of the concept in works from philosophy, psychology, poetry, ethnology, science and popular culture that anticipated, influenced or were influenced by the work of Freud and Jung, post-Freudians and post-Jungians.

Topics vary from year to year, depending on the interests of students and instructors.

Topics vary from year to year depending on the interests of students and instructors.

A multi-disciplinary study of Africa, emphasizing inquiry and critical analysis. Pre-colonial, colonial and contemporary African history, anthropology, politics, African humanism and society, religion, art, music, race, resistance, gender and Pan-Africanism.

A critical examination of Africa as a living space rather than merely a site of intellectual speculation and study.  Uses scholarly and popular literature to explore the issues that engage the attention of ordinary Africans, ranging from the dramatic to the seemingly trivial, as they struggle to fashion meaningful lives in fast-changing societies.  Topics include urban transition and city life; economic, political and cultural impacts of globalization; new religious movements and changing conceptions of selfhood; new African diasporas in the West; dynamics of gender relations, kinships and identities; and the politics of liberalization.  Materials studied will include print and electronic news media and other mass media resources from Africa and across the world.

Introduction to grammar and basic vocabulary of Swahili. Emphasis on comprehension and oral practice. Reading of selected texts. Relation of the language to its East African cultural context.

Novels written in the last forty years by English, French and Portuguese-speaking Africans. Ideological views concerning colonialism and neo-colonialism. Tradition, religious and secular; the use of African symbolism. A small number of historical and sociological texts are recommended as essential background reading. Works not written in English are read in translation. (Offered in alternate years)

Explores the pandemic of AIDS in Africa through a social science lens. (Given by Human Biology and New College)

The exploration of a range of African cosmologies, epistemologies, and theologies, as well as specific case studies on justice, the moral order, and gender relations. The influence of these richly diverse traditions is traced as well in the writings of African thinkers in the Diaspora.

Critically explores the role of international organizations such as the World Bank Group, the UN and NGOs in the economic development of Africa.

Explores inter-state relations in Africa, African states’ relations with the West, China, India, Brazil, and international political, economic and financial institutions.

An upper level course.  Topics of study vary from year to year.

Examines the role of humanitarian actors and organizations in economic development, human rights and democracy promotion, resolution of conflicts and post-conflict reconstruction in Africa.

JQR360H1  The Canadian Census:  Populations, Migrations and Demographics [24L, 12T]

See Interdisciplinary Courses above.

Grammar and syntax. Conversation and written composition. Reading of texts: literary, journalistic. Relation of the language to its East African context.

A required course for all Specialists and Majors in the African Studies Program, enrolment is restricted to students enrolled in the program in their final year of study. The seminar is taught by the core faculty in the African Studies Program and is designed to build upon the accumulated knowledge of students and the interdisciplinary nature of the program. Topics vary from year to year.

An upper level course. Topics of study vary from year to year.

Examines approaches and styles employed by diplomats to resolve conflicts in Africa.

Examines the choice of languages for education in East Africa using critical perspectives. Pays particular attention to the influences of the historical experience of colonialism, the socio-linguistic contours of each country and the strength of linguistic and educational lobby groups in East African countries.

A comprehensive survey of socially engaged Buddhism. Particular focus on contemporary movements in Vietnam, Tibet, China & Taiwan, Sri Lanka, Thailand, and India. The role of women in Buddhism.

A comprehensive survey of socially engaged Buddhism. Particular focus on contemporary movements in Vietnam, Tibet, China & Taiwan, Sri Lanka, Thailand, and India. The role of women in Buddhism.

Explores the contributions of Buddhism to the study of human consciousness and behaviour. Focus is on the expanding academic discourse on the intersection of Buddhist and Western theories of psychology, phenomenology and psychotherapy. Includes analyses of the application of Buddhist mindfulness meditation in clinical interventions for mental and physical disorders.

Evaluates the relationship between Buddhist psychology and the practice of Western psychotherapy. Areas that will be studied include positive psychology, psychoanalysis, cognitive-behaviour therapy, mindfulness meditation and Jungian psychology. Comparisons with original Buddhist teachings and commentaries will be made.

Explores some important connections between Cognitive Science and Buddhism. In particular it will examine the insights of cognitive science into central Buddhist concepts such as wisdom, mindfulness, meditation, insight and self-control, as well as related concepts such as flow and mystical experience.

Provides a conceptual and practical exploration of several ancient wisdom traditions.  Buddhist approaches to self-actualization and wisdom will be compared to four Western sites of wisdom (i.e., Mesopotamia, ancient Greece, Christian monasticism, Renaissance). Includes guided experiential exercises for each of the wisdom traditions.

In recent years, the effects of meditation on the body have been widely researched.  There is an increasing body of evidence that mindfulness meditation can affect brain activity, brain structure, neurochemistry and other psychobiological processes (e.g. blood pressure, cardiac function).  This course will examine the research in this emerging field.

Topics vary from year to year depending on the instructor.

A comparative study of mind in Indian Yogacara Buddhism and modern psychology. Yogacara teachings address the three aspects of mind, the storehouse consciousness, and the notion that the root of all phenomena is mind, allowing a dialogue with the modern scientific understanding of the mind in psychology.

An upper-level seminar. Topics vary from year to year, depending on the instructor.

An upper-level seminar. Topics vary from year to year, depending on the instructor.

Critically evaluates the empirical research literature relevant to the study of Buddhist psychology. Conceptual, methodological and interpretive limitations of the scientific literature are discussed. Students will apply their understanding by designing an experiment to empirically evaluate an aspect of Buddhist psychology.

Explores the complex and diverse languages, geographies, regional and national histories, cultural practices, intellectual traditions and political and economic landscapes of the Caribbean region, its people and its diasporas.  Students will be introduced to the main questions, themes, and debates in Caribbean Studies.  Lectures and readings develop the skills to take an interdisciplinary approach to Caribbean Studies.

Introduction to the rich and multi-linguistic literary traditions of the Caribbean and its diaspora.  Texts not originally written in English are read in translation.  Analysis of the relationship between these texts and wider society.

A multi-disciplinary exploration of writing pertaining to culture and consciousness, particularly Afro- and Indo-Caribbean thought: theoretical perspectives on the implications and consequences of slavery and indenture, the struggle for freedom from the legacy of the plantation and colonial dependence, responses to domination and exploitation, race, gender, religion and music.

Rehearsal, performance and study of Steel Pan ensemble.

Examines the multidimensional effects that geography and the Caribbean environment have had on its history of human occupation.  Topics include environmental analysis (landforms; oceans and seas; navigation; flora; fauna; climate; hurricanes), migration, trade, cartography, and definitions of region.

Explores themes relating to visual arts, social media and theatre in the Caribbean.  Topics may include:  theatre, film, mixed media arts, the role of the internet and online publishing in the arts and the relationship between artists, the state and wider society.

Explores the legacies of the pre-Columbian era, as well as the post-1492 experiences of people of pre-Columbian Caribbean ancestry.  Examines the origins and consequences of the Caribbean's narrative of "indigenous absence", as well as the relationship between indigeneity, globalization and diaspora.

This upper level course examines the interplay between wider global processes and intra-regional responses that together help shape contemporary Caribbean realities.  Topics include:  economic crisis and structural adjustment; tourism; the agricultural sector; the Caribbean Single Market and Economy; migration and diaspora.

An examination of the historical and political significance of writings (literary, political, scholarly) by Caribbean women who engage problems within Caribbean culture and provide insights into the endeavours of the peoples of the region.

Explores the Hispanic areas of the Caribbean including the Caribbean areas of continental Spanish-speaking America.  Topics may include: regional politics, stage and economy; revolutions and authoritarian regimes; popular culture, the arts and media; religion and society; gender and sexuality; state structures; diasporas and migration.

Explores indentured migration and its legacies from the 17th century through to the present.  Encourages students to think comparatively and transnationally about indentureship and diaspora, as well as indentured migration's relationship to contract and labour law.

An upper level course. Topics of study vary from year to year.

JQR360H1  The Canadian Census:  Populations, Migrations and Demographics [24L, 12T]

See Interdisciplinary Courses above.

Examines the colonial pre-history of the Haitian Revolution (1791-1804).  Explores how this transatlantic revolution unfolded, including the emancipation of slaves, Toussaint, Louverture, and the roles played by Spain, the United States and Britain.  A reflection on the Revolution in contemporary literature and film.

An upper-level seminar. Topics vary from year to year, depending on the instructor.

Social analysis of the state-corporate mainstream capitalist press (print/electronic) problematically named The Free Press; its racist-sexist globalizing EuroAmerican cultural imperialism; the production of the commoditized consumer-subject and other re-conquest narratives and their implications for Caribbean and other World Majority peoples.

An upper level seminar. Topics vary from year to year, depending on the instructor.

An upper level seminar. Topics vary from year to year, depending on the instructor.

Explores, in depth, a country in the Hispanic Caribbean or a theme relating to the Hispanic Caribbean.  Topics vary each year and may include:  Cuban society; Hispanic Caribbean revolutions; Hispanic Caribbean music, art and popular cultures; Hispanic Caribbean diasporas.

Examines Caribbean migration in the post-slavery era.  Topics include:  Caribbean diasporas in the West; labour migrations such as the Panama Canal migration; Caribbean migrant communities in Central America; intra-regional migrations between the Caribbean islands; 'guest worker' programs; remittances and their impact; heritage tourism and 'return' migrations.

Explores the transnational circuits through which the Caribbean diaspora makes a living and makes life in contemporary Canada.  How do we make sense of the Caribbean experience in Canada?  What might an engagement with the Caribbean teach us about Canada as a diasporic space?

An interdisciplinary study of social justice issues in local and global contexts.  Examines ongoing and new forms of inequity and various approaches to social change.  Topics include the origins of inequities, critical anti-racism, global labour patterns, economic restructuring, gender variance, disability studies, food security and the politics of resistance.

Introduces students to the theory and practice of Disability Studies. Explores the history of the development of disability studies. Examines cultural representations of disability and critically assesses the ways disability is conceptualized in societal institutions. Forms of disability activism are also discussed.

See Interdisciplinary Courses above.

Explores theories that inform Equity Studies and situates them historically to examine both the social conditions and practices that generate inequities and the responses by equity advocates. Examines texts in relevant fields such as post-colonial theory, queer theory, disability studies, feminist theory and transnational studies.

Explores the concept of food security in the context of equity issues related to global food systems. Students participate in food-related field work activities outside of regular classroom time.

An analysis of the body as the product of complex social organizations, processes and structures.  Examines cultural stories recounted about the body through topics that include genetics, beauty, health, pathology and the multiple identities that intersect at the site of the body.

An analysis of the body as the product of complex social organizations, processes and structures. Examines cultural narratives recounted about the body through topics that include genetics, beauty, health, pathology and the multiples identities that intersect at the site of the body.

Examines contemporary issues in education and schooling from a social justice and equity perspective. Engages with a variety of theoretical frameworks including anti-homophobia education, critical pedagogy, critical race theory, decolonizing knowledges, and intersectionality. Includes an overview of educational activist projects.

An interdisciplinary approach to community development that considers the changing roles of community organizations and non-profits in the context of neoliberalism.  Examines the political economy of community development in Canada, the impact on marginalized groups, and emerging forms of collaboration across sectors and geographic (including national) localities.

Considers what it means to pursue integrative anti-racism in organizational/institutional settings such as the workplace, justice system, media and education through a study of theories on race and philosophical tenets of anti-racism.  Examines the concept of race as a pedagogical discourse and social-political practice across local, national and global contexts.

An upper level course. Topics of study vary from year to year.

Explores the connection between disability and representation through contemporary social theries and methods in disability studies. Problematizes disability representation to challenge the taken-for-granted cultural assumption that disability is a problem that requires a solution.

JQR360H1  The Canadian Census:  Populations, Migrations and Demographics [24L, 12T]

See Interdisciplinary Courses above.

An advanced level seminar course. Topics vary from year to year.

Examines the food we eat in the local and global context of food systems, food sovereignty and food movements.  Explores the possibilities for food as a catalyst for learning, resistance and social change.

Note:  This is a joint graduate/undergraduate course.

Examines theories and practices that promote the building of cooperative, non-violent communities. Grounded in a series of historical cases studies, the course critically considers Gandhian principles and the ways in which these have been translated into collective action.

Identifies ways systems of oppression and oppressive educational practices manifest themselves in school settings. Discusses how educators can use these settings or create new spaces to do anti-oppressive educational work. Integrates anti-oppressive educational theories with anti-oppressive school practice.

Note:  This is a joint graduate/undergraduate course.

Explores the significance of community development as a social change strategy, through a critical social analysis of local and global case studies and policies.

Note:  This is a joint graduate/undergraduate course.

An application of critical race, ehtnicity and social difference discourse to educational praxis.  Examines the articulation of theoretical perspectives to explain particular incidents in society, and to understand forms of institutional racism and emerging minority responses.  Explores the implications for pedagogical practices in education.

An advanced level seminar course.  Topics of study vary from year to year.

Explores the influence of contemporary social theory in the formation of Disability Studies and its contemporary expressions. Examines how contemporary feminist theory, queer theory, and post-colonial theory intersect with Disability Studies to develop an understanding of disability as a socio-political phenomenon.

Examines cross-disciplinary issues raised by the telling and retelling of stories: sequence and consequence; narrative as argument and proof by scenario; construction and deconstruction of identities; instabilities amongst history, fact, fiction, myth, law and science. Works by Certeau, Darwin, Davis, Foucault, Freud, Gould, Kincaid, Kuhn, Plato, etc.

Issues of rhetorical proof, analysis and interpretation in open (alogical) systems; mediation and the media; the scandal of chaos; motives for metaphor, custom and culture, anatomies of reason, idea and ideology. Works by Aristotle, Beckett, Camus, Kafka, Langer, McLuhan, Ryle, Plato, Shelley, etc. (Offered in alternate years)

NEW302Y1  Carl Jung:  Stories, Patterns, Symbols [48L, 24S]

See Interdisciplinary Courses in Jungian Theory above.

NEW303H1  Hypotheses of the Unconscious [12L, 12S]

See Interdisciplinary Courses in Jungian Theory above.

Issues raised by the problem/solution paradigm and the construction of truth as binary; strategies of paradox, aporia, paradigm anomaly, enigma, puzzlement; mystery and mystification; crisis, crux and apocalypse. Works by Borges, Carroll, Dostoevski, Freud, Mill, Nishitani, Rorty, Ryle, Sophocles, Watson, etc,. (Offered in alternate years)

Examines Tagores concepts of humanity, art, personality, freedom, nationalism, ashram, science, education. Evaluates Tagores literary contribution, his work in rural reconstruction, and Tagore-Gandhi tensions over education and the non-cooperation movement. Reading knowledge of Bengali not presumed; however students with knowledge of language are encouraged to read materials in Bengali.

Examines the artistic vision of Satyajit Ray as chronicler of Bengali culture and one of the greatest filmmakers of our time: his life and work; his films as expressions of his humane vision; cultural orientation and values; fictional compositions, visual and musical artistry; affinities and continuity with Rabindranath Tagore. Reading knowledge of Bengali not presumed; however students with knowledge of language are encouraged to read materials in Bengali.

NEW402Y1  Advanced Special Topics in Jungian Theory [48]

See Interdisciplinary Courses in Jungian Theory above.

NEW403H1  Advanced Special Topics in Jungian Theory [24S]

See Interdisciplinary Courses in Jungian Theory above.

 New College Independent Study courses are designed both to complement regular offerings in New College programs and to provide an opportunity for New College students in any program to enrich their studies. The normal expectation of a project course is that the student, aided and advised by the supervisor, will read relevant literature, and plan, execute, analyze and report on an original and independent investigation of an appropriate topic. Written applications, including a detailed proposal, should be made through the Program Office for approval by the Vice Principal of New College or a designate by April 15 for the Summer Session; by July 15 for the Fall Term; or by November 15 for the Winter Term. Should the deadline fall on a weekend, applications will be accepted until the following Monday.  Students will be notified of the acceptance or rejection of an application. If the project requires ethics approval, please be advised that you should find and consult with a supervisor about meeting this requirement at least a semester in advance of these deadlines.  For more information and application forms, please see the Independent Studies website: http://www.newcollege.utoronto.ca/academics/new-college-academic-programs/independent-studies/

Enquiries: New College, Wetmore Hall room 133 (978-5404).  Email:  nc.programs@utoronto.ca

Credit course for supervised participation in faculty research project. Details at http://www.artsci.utoronto.ca/current/course/rop. Not eligible for CR/NCR option.

New College Independent Studies. Not eligible for CR/NCR option.

New College Independent Studies. Not eligible for CR/NCR option.

New College Independent Studies. Not eligible for CR/NCR option.

New College Independent Studies. Not eligible for CR/NCR option.

New College offers several community engaged (or service learning) courses.  These provide students the opportunity to integrate academic knowledge and experiential learning through participation in activities and knowledge production in community or campus organizations.

Two forms of community engaged learning courses are offered:  embedded and independent.  In the former, a community service component is integrated in the course syllabus.  This may be mandatory or optional.  (Examples of such courses are NEW342H1 and NEW232Y1) In the independent community engaged learning courses (see below) upper level students, with various academic backgrounds, are placed for one or two terms with a community or campus-based organization.  Through critical reflection on their experiences, students deepen and nuance their academic knowledge, learn more about social justice work and community engagement, explore social and ethical issues, build professional and work-place skills, and develop capacity for self-authorship. 

Information about the CEL Program can be found at http://www.newcollege.utoronto.ca/academics/new-college-academic-programs/community-engaged-learning/

Enquiries: nc.servicelearning@utoronto.ca or 416-978-8821

Students apply in the late summer for available placements with New College partner organizations.  Students' learning is facilitated by academic and placement supervision, regular reflective writing, and collective reflection in a seminar that meets about 10 times over the year.  A symposium in early April showcases students' learning. Not eligible for CR/NCR option.

Note:  Offered only in special circumstances.  See description under NEW495Y1 above. Not eligible for CR/NCR option.

An upper level course. Topics of study vary from year to year.

An advanced level seminar course. Topics of study vary from year to year.